Lesson Plan # 4 Secondary History / Social Studies 

Course  Lesson Topic / Unit Name   Instructor  Date(s) 

American History II  The Anti-War Movement/ ​The Rise of 1950  Zoey Hanson   
and 1960 Social Movements 
Lesson Essential Question (LEQ) or  Is there such a thing as a moral war? 
Learning Objective (LLO) 
NC Essential Standard(s)  ● AH2.H.7: Understand the impact of war on American politics, economics, society and culture. 

● AH2.H.1.3 Use Historical Analysis and Interpretation to: 

1. Identify issues and problems in the past 
2. Consider multiple perspectives of various 
peoples in the past. 
3. Analyze cause-and-effect relationships and 
multiple causation. 
4. Evaluate competing historical narratives and 
debates among historians. 
5. Evaluate the influence of the past on 
contemporary issues. 
Activity  Details (Setting, steps, prompts)  Purpose-Rationale  Time 
Pre-Lesson  The instructor should remind students that the  This bell ringer requires students to recall  10 Minutes 
How do you prepare students for content & skills  class has studied the Vietnam war and why the  what they learned in their Vietnam lesson in 
acquisition, or use students’ prior knowledge? How  US was involved. Ask students to recall this  the previous unit. In this unit they should have 
do you open this new lesson?  information and write some things they  studied the politics behind Vietnam but now 
remember from the Vietnam lesson in the  they are being asked to evaluate the effect of 
previous unit on a piece of paper.   these politics domestically rather than 
Then show students the image of the protestors  internationally. These questions should get 
burning their draft cards. Students should reflect  students thinking about why groups opposed 
on what they know about Vietnam to answer  the war.  
the question "Why do you think so many 
Americans were vehemently against the war? 
What do you think their arguments were?". 
Students should respond to this question in a 
short paragraph on a piece of paper that will be 
turned in when completed.  
Acquisition   The instructor will give a mini-lecture, giving  This lecture will give students the basic  10 Minutes 
How will students acquire new content or skills? Is  students information regarding the rise of the  information they need to complete the 
acquisition teacher or student-centered?   anti-war movement, the type of people/groups  activities throughout the lesson.  

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
[Explain lesson goals by emphasizing LEQ/LLO]  that joined, the goals of the movement, and the 
type of demonstrations typically utilized by the 
movement.  
Extending & Refining I​ ​(group)  Students should divide into groups of 3-4. Each  This allows students to do a more in-depth  30 Minutes 
How will students practice new content and skills  group will be handed a copy of the Vietnam  analysis of why people joined the peace 
by working with classmates? How does this activity  Veterans Against the War (VVAW) sheet listing  movement and what the groups' goals were. 
promote historical thinking skills and using  the goals of the organization. They should be  This would give students the information they 
primary/secondary sources? 
instructed to just hold on to this for now.  need to know what arguments the peace 
The instructor will then play the oral history  movement had against the war, specifically the 
included below from 35:15-32:00 and  moral complications of Vietnam. The oral 
26:50-23:57 (the timer counts backwards but as  history comes from a series of people telling 
long as these times, or close to them, are  their stories from their life during Vietnam. I 
followed students will hear what they need) Give  chose this particular one because the speaker 
students the following background to this oral  was drafted into the military but never sent to 
history:  Vietnam. I think this makes for an interesting 
account. He also explicitly talks about why he 
This is Harry Reedy, a drafted soldier that is 
joined the anti-war movement, giving a clear, 
chosen to work under a general in the US Army 
first-hand account to students. The VVAW 
at the Pentagon. Harry Reedy became involved 
does a similar thing, explicitly listing the goals 
in the anti-war movement and even participated 
of the organization. Again, all of these show 
in the March on Washington in September 1969, 
the moral implications people associated with 
an act he could have been court-martialed for. 
Vietnam during the time. This will all give 
The groups should then answer the following  students' a deeper understanding and should 
questions about the oral history:  help them begin to apply the information.  
"Why did Reedy join the anti-war movement? 
Do you think these opinions were shared by the 
general public? by other soldiers?" 
"Do we see these concerns today regarding 
American War? Do you agree or disagree?" 
The group should then read over the VVAW 
document and answer the following questions: 
"What were the primary concerns of the 
organization?" 
"40,000 veterans joined this organization after 
their tours, why do you think this is?" 
"Why might a veteran refuse to join this group?' 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 The instructor should circulate to keep students 
on task and should stop with each group and 
discuss their findings 
Adjustments  If students continue to struggle with the  This activity just allows for a more in-depth  15 Minutes 
What adjustments will you make if students  material, play more of the oral history,  analysis of why people joined the movement. I 
struggle or progress too quickly (before advancing  preferably more toward the end. As a class,  also like the idea of asking students how they 
further)?  dissect who Reedy was, and consider why he, as  would have reacted if they were in Reedy's 
a drafted soldier, would want to join the peace  seat. Would they have risked a court-marshall 
movement. Ask students what they would have  to protest something they believed in. This 
done.  really drives home the idea of morality on a 
  more personal level.  
If students move too quickly this time can be 
allotted to either more in depth discussion in 
refining I or give students extra time in refining 
II. 
 
(Other adjustments can be made based on 
students' specific needs) 
Extending & Refining II (individual)   The instructor will scroll through the photos in  The photos of Woodstock allow students to  20 Minutes 
How do students (and teacher) know if they are  the link below showing images from Woodstock.  make their own assumptions about the peace 
mastering the content and/or skills for this lesson?  Ask students to pay attention to what kind of  movement and asking them to think about 
[Formal, informal assessments to measure learning]  people are shown and what they are doing. Ask  social norms gets them in the mindset to 
students to also reflect on how these things may  analyze why people would be against the peace 
have challenged social norms.   movement. I found these political cartoons 
Each student should then be given a copy of the  very interesting and also telling of the general 
following political cartoons:  public's opinion on the peace movement. The 
cartoons hopefully lead students to question 
"you peaceniks burn me up,"  
the morality of the peace movement itself. 
"name a clean one."   These cartoons point out possible faults of the 
"...But it's okay over here?"  movement and give students multiple 
"Threat of a full time job"  perspectives. This should lead students to 
question if the peace movement could really 
"Echoes of the enemy" 
claim moral superiority. This allows students 
  to analyze documents and the movement. 
This handout will also have the following  This, in turn, will help them evaluate and come 
questions, which students should answer  to their own conclusions. Students will 
individually.  eventually be able to argue or defend a stance 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 "How are anti-war protestors portrayed in each  regarding the morality of the Vietnam War 
image? Be sure to address how they are  and anti-war movement.  
physically drawn as well as the language used to 
describe them." 
"Based on these images what does the other side 
of the argument think about the anti-war 
movement?" 
"What other reason not shown in these images 
would the general American public not agree 
with the anti-war movement?" 
Closure  Give each student a notecard. Ask them to think  This allows students to reflect on the day's  5 Minutes 
How do students put it all together for today’s  about today's class. They should then write on  lesson and ask questions they still have. It is 
lesson? The closure activity helps tie ​this​ lesson to  their notecard 2 thoughtful questions they still  between the two days because it gives the 
the overall unit. Re-emphasize LEQ/LLO,  have about that lesson or the anti-war  instructor time to address what students do 
UEQ/ULO, and “big picture” understanding 
movement in general. The instructor should  not understand.  
collect these and save them for the next day. 
  Formative - Informal  Summative - Formal 
Assessments   Almost all activities in this lesson are formative. These   
activities largely focus on developing student 
understanding. The activities give students the 
opportunity to expand their skills and to learn new 
content.  
The closing activity allows the instructor to learn what 
students have not specifically understood. These 
questions can then be addressed the next day and the 
instructor can adjust their instruction based on what 
students do or do not understand. This is a great 
measure of student understanding 
 
DAY 2 
Activity  Details (Setting, steps, prompts)  Purpose-Rationale  Time 
Pre-Lesson  The notecards student wrote questions one  This allows the instructor time to address  5 Minutes 
How do you prepare students for content & skills  should be revisited. The instructor can pull out  questions from the last lesson and to apply 
acquisition, or use students’ prior knowledge? How  ones that are particularly interesting. Pose the  those questions throughout the lesson. This 
do you open this new lesson?  questions on the cards to students.  will also give students time to recall what they 
learned the previous day. 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Acquisition   Explain to students that to understand the  The short lecture allows for the instructor to  20 Minutes 
How will students acquire new content or skills? Is  anti-war movement and why it grew in the late  provide students the background information 
acquisition teacher or student-centered?   60s we have to understand what the American  they need for the rest of the lesson.  
[Explain lesson goals by emphasizing LEQ/LLO]  people saw in their homes. For this reason today  These videos give students the opportunity to 
will have a lot of visuals. Give them about a 10  see, roughly, what the American public were 
minute lecture explaining the events of My Lai,  seeing on their TVs regarding Vietnam. They 
68 DNC Kent State, and remind them of the Tet  allows students to see photographs, footage, 
Offensive  and accounts of two major turning points for 
Then show students the My Lai PBS video, ABC  American opinion of Vietnam, The Tet 
68 DNC video and the CBS video on the Tet  Offensive and the Massacre at My Lai.  
Offensive in Hue  The discussion should help students to 
Ask students to take notes on what kind of  understand the primary themes of the lesson 
images they see and stories they hear  and make the connection between the 
  anti-war movement and the role of the media.  
When the films are over discuss these things as a 
class. Ask students, "what kind of images and 
stories were people sitting at home in the late 
1960s seeing on their TVs and in the 
newspapers?" 
"What do you think these people thought after 
they saw these things?" 
Extending & Refining I​ ​(group)  Split students into five groups. Give each group These photos are ones that circulated in  30 Minutes  
How will students practice new content and skills  an iconic photo from Vietnam.   American magazines and newspapers. Each 
by working with classmates? How does this activity 
Students should all be warned that some of  photo tells a different, yet similar story. Asking 
promote historical thinking skills and using  each group to analyze the photos will develop 
primary/secondary sources?  these photos are graphic and convey heavy 
themes. Give them the option to change groups  their understanding of how the American 
if they are overwhelmed or uncomfortable with  public felt seeing these images and how that 
their photo. Photos include the Tet execution  spurred increased involvement in the peace 
photo, the Kent State Photo, the Hue evacuation  movement. The NYT article then compliments 
photo, a cropped version of the photo of kids  these photos. The article talks about the 
running from napalm, and the old man with his  brutality of Vietnam and how it was un-Godly. 
children at My Lai photo.  This pushes home the theme of moral 
superiority within the peace movement. These 
Ask each group to discuss what they see in the 
things require students to recall what they 
photo. What does this photo tell them about 
know about Vietnam and apply that 
Vietnam? What emotions do these images 
information in order to analyze these 
evoke? 
documents.  
Have each group share their image, describing 
the photo and its historical context, and then 
ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 
 
 talking about how it would affect the American 
public's idea of Vietnam 
Then, each group will be given a copy of the 
NYT article on the morality of Vietnam and 
answer the following questions 
"What are the primary arguments in this article?" 
"What role does religion play in these 
arguments? Give examples directly from the 
article" 
"How do you define morality?" 
"Do you agree or disagree with the article? 
Why?" 
Adjustments  If students continue to struggle with the  This shares a similar story to the previous  15 Minutes 
What adjustments will you make if students  material, they should read the article from the  NYT article. The protestors are shown as 
struggle or progress too quickly (before advancing  New York Times article about the Kent State  innocent bystanders while the police forces 
further)?  shooting. We will then discuss as a class how the  are portrayed as rather villainous. This will 
article portrays the protestors compared to the  again show students the role the media played 
individuals associated with government and  in spurring the peace movement.  
leadership. We will also discuss how this article   
may have made people feel. Are people more 
I was a little short for time in this lesson and I 
likely to be sympathetic to the students or the 
was not able to give students the time I 
military? How is this reflective of the media at 
wanted in the closing activity. If students move 
the time? 
too quickly through the early stages of the 
  lesson, they will have the extra time to 
If students move too quickly this time can be  develop more meaningful responses in the 
used for students to write a more in depth  closing activity.  
ticket out the door. Now, instead of a paragraph 
they should write 1-2 pages and use evidence 
from this lesson and the lesson on Vietnam from 
the previous unit.  
 
(Other adjustments can be made based on 
students' specific needs) 
Extending & Refining II (individual)   Individually, students should create a "cheat  I feel as if a lot has been covered in the last  15 Minutes 
How do students (and teacher) know if they are  sheet" for each side of the argument regarding  two days. Students creating a cheat sheet will 
mastering the content and/or skills for this lesson?  the Vietnam War. This includes discussing  require them to recall a lot of that information 
[Formal, informal assessments to measure learning]  reasons for being for/against the war, they  while also allowing for a quick overview when 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 should also focus on the role of the media and  they review for their end-of-unit assessment. 
specific events like My Lai. Students may use  The assignment asks them to also consider the 
their textbook, notes, and sources handed out in  themes they have learned such as morality, 
class to create this. Students should keep this in  multiple perspectives, and the role of media. 
their notes.   This falls into the section of create in Bloom's 
Taxonomy. This means students will be 
recalling information, understanding that 
information, applying, analyzing, and evaluating 
that information.  
Closure  Have students write a paragraph as a ticket out  This closing activity requires students to  5 Minutes 
How do students put it all together for today’s  the door on the following question: "As we have  reflect on the past two day and to directly 
lesson? The closure activity helps tie ​this​ lesson to  seen today the anti-war movement claimed the  consider the LEQ and the question people 
the overall unit. Re-emphasize LEQ/LLO,  moral high ground when it came to US  have constantly asked of Vietnam. I would 
UEQ/ULO, and “big picture” understanding 
involvement in Vietnam. Was the Vietnam war  have asked for a longer response but I was 
immoral and criminal or necessary for  short on time so I have only asked for a 
democracy? Can war ever be moral?  paragraph or so. 
  Formative - Informal  Summative - Formal 
Assessments   Asking students to evaluate photos and NYT articles   
allows for the instructor to see that students are 
grasping the themes they should be. If students are 
pulling the wrong things out of these sources the 
lesson should be reworked and instruction adjusted.  
Both the cheat sheet activity and the closing activity 
require students to recall information they already 
know. This allows the instructor to see what students 
have learned. 
Materials & Supplies  ● Pencil/pen/paper  ● Notecards   
Sources & Notes  Sources (Chicago Manual of Style)  Notes to self 
Where did you research content for today’s  ● 1968: The Tet Offensive​. C
​ BS News​. CBS, 2018.  ● 
lesson? Where did you find helpful information, 
primary & secondary sources, and lesson plan  https://www.cbsnews.com/video/1968-the-tet-offen  
ideas?   sive/. 
● “Analyzing Attitudes on the Vietnam War through 
Political Cartoons.” Accessed April 4, 2020. 
https://digital.scetv.org/teachingAmerhistory/pdfs/vi
etnampoliticalcartoons.pdf. 
● Gumbleton, Thomas J. “On the Morality of the 
War.” The New York Times. The New York 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 Times, July 2, 1971. 
https://www.nytimes.com/1971/07/02/archives/on-t
he-morality-of-the-war.html. 
● Haeberle, Ron. “Evidence of the Massacre at My 
Lai.” PBS. Public Broadcasting Service. Accessed 
April 4, 2020. 
http://www.pbs.org/wgbh/americanexperience/feat
ures/mylai-massacre-evidence/. 
● History.com Editors. “My Lai Massacre.” 
History.com. A&E Television Networks, 
November 9, 2009. 
https://www.history.com/topics/vietnam-war/my-lai
-massacre-1. 
● History.com Editors. “Kent State Shooting.” 
History.com. A&E Television Networks, 
September 8, 2017. 
https://www.history.com/topics/vietnam-war/kent-s
tate-shooting. 
● History.com Editors. “1968 Democratic
Convention.” History.com. A&E Television
Networks, March 16, 2018.
https://www.history.com/topics/1960s/1968-democ
ratic-convention.
● “Iconic Photos of the Vietnam War.” CNN. Cable 
News Network, June 19, 2014. 
https://www.cnn.com/2014/06/19/world/gallery/ico
nic-vietnam-war-photos/index.html. 
● Knox, Jack. “Echoes of the Enemy.” History 
Teaching Institute. Nashiville Banner. Accessed 
April 4, 2020. 
https://hti.osu.edu/opper/lesson-plans/anti-vietnam-
conflict-war-protest/images/echoes-of-the-enemy. 
● “Objectives of Vietnam Veterans Against the War, 
Inc.” digitalcollections.lib.washington.edu. Vietnam 
Veterans Against the War, 1971. 
https://digitalcollections.lib.washington.edu/digital/c
ollection/protests/id/665/rec/3. 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
 ● “Protests Turn Violent at the 1968 Democratic 
National Convention.” ABC News. ABC News 
Network. Accessed April 4, 2020. 
https://abcnews.go.com/Politics/video/archival-vide
o-protests-turn-violent-1968-democratic-national-
37639406. 
● Reedy, Harry L. “Vietnam Center & Sam Johnson 
Vietnam Archive.” The VNCA's Virtual Archive | 
Interview with Harry L. Reedy, July 20, 2009. 
https://vva.vietnam.ttu.edu/repositories/2/digital_ob
jects/439382. 
● Special, John Kifner. “4 Kent State Students Killed 
by Troops.” The New York Times. The New York 
Times, May 5, 1970. 
https://www.nytimes.com/1970/05/05/archives/4-ke
nt-state-students-killed-by-troops-8-hurt-as-shooti
ng-follows.html. 
● Taylor, Alan. “Photos of Woodstock 1969, on Its 
50th Anniversary.” The Atlantic. Atlantic Media 
Company, August 14, 2019. 
https://www.theatlantic.com/photo/2019/08/woods
tock-50-photos-1969/596107/. 
● The My Lai Massacre: A National Shame​. PBS, 
2010. 
http://www.pbs.org/wgbh/americanexperience/feat
ures/my-lai-massacre-national-shame/. 
● “The Vietnam War.” DocsTeach. The National 
Archives Foundation. Accessed April 4, 2020. 
https://www.docsteach.org/topics/vietnam-war. 
 
 
Edits: This lesson plan also had largely positive feedback. The activities required no correction except for a trigger warning for the Vietnam
photos which I had forgotten. I made two primary changes to this lesson. The first was simply beefing up the rationales. I did this primarily
by including vocabulary from Bloom's Taxonomy in my descriptions of the activities. This meant describing how the lesson fit into the tiers
described by Bloom's. The second correction again included moving my formal assessment to the formative section. Once again, I had put it

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
in the summative section because I focused on "formal" rather than "summative." My question is, why, if the summative assessment is
completely separate from the lessons, is it in each lesson plan? That makes it rather confusing.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Content Notes - Day 1
● The CIA described the peace movement as one that was diverse in both its goals and its makeup
○ Many different types of activists also joined the peace movement. This included Civil Rights groups, Environmentalist
groups, Communist groups, anti-communist groups, Social Justice groups etc. Many of them found that Vietnam was closely
related to what they were already protesting.
○ However, the leaders of the peace movement often feared association with communism and therefore, often excluded
communists from demonstrations and organizations.
○ The group was largely made of young, college-age students who defied the social norms of their parents
○ The CIA classified the groups in the anti-war movement on a spectrum from left of middle to far left extremists
● After the Gulf of Tonkin when LBJ ordered retaliatory bombing of N Vietnam (1964) caused people to question if the war in
Vietnam was indeed for democracy
○ Groups on college campuses began organizing "teach ins" to express their opposition
○ At this point, the peace movement was a very small minority
● The peace movement began to grow as people began to see increasing casualty numbers on their TV screens and heard the stories of
soldiers returning from Vietnam
○ In Oct 1967, 100,000 protestors gathered at the Lincoln Memorial, and 30,000 marched to the Pentagon with intent to enter
but were stopped by MPs and guards
○ That same year, MLK spoke out against Vietnam and how it was blasphemous to everything America stood for
● The peace movement varied in goals, but most of them focused on the mistreatment of Vietnamese people, the thousands of
Americans dying for what seemed like nothing, the draft, etc- Most people simply questioned how moral Vietnam was overall
● The early peace demonstrations were largely peaceful- These included teach-ins, protests, and marches
○ During tomorrow's lecture, we will learn more about how the movement grew because of significant events and the
development into more violent demonstrations as activists became frustrated they were not being heard.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Content Notes- Day 2
● We looked at the Tet offensive from our last unit, who can give me a quick rundown of what happened?
○ The American people had been told for a long time that we were seeing "the light at the end of the tunnel," that the war
would soon be over, and the Marines were constantly beating the enemy.
○ When the public saw footage of the Tet offensive, in which the VC took the embassy and bombarded American troops, they
began to question what they had been told. How much longer would the war continue?
○ The public became increasingly frustrated with the government and Johnson- only 35% approval rating
○ The Vietnam Veterans Against the War began to increase greatly in numbers as more soldiers came home- images of them
throwing away metals as they moved around on crutches and wheelchairs did much to convince people to join the movement.
● My Lai - March 16, 1968
○ Charlie company went into the town of My Lai, which was believed to be a stronghold for the VC
○ They were told by their commanding officer, William Calley, that anyone found in the area should be considered VC or
sympathizers, and ordered the destruction of the village.
○ They found no proven VC, only elderly men, women, and children.- These villagers were rounded up and killed, their homes
burned, women raped, and all livestock slaughtered.
○ Soldiers even pursued people running from the town and executed them
○ 504 Dead- 182 Women (17 of them pregnant), 173 children (56 infants)
○ The massacre was largely covered up by the army and government until an investigative journalist broke the story in Nov
1969
○ Calley was found guilty of premeditated murder and given a life sentance (later reduced to 20, and then 10 years) - 13
soldiers were acquitted of their crimes
○ When the American public saw images of My Lai and heard witness accounts, many were horrified, and anti-war sentiment
grew even more on the homefront
● Kent State- May 4, 1970
○ In his campaign, Nixon had promised to end the war, and it looked as though he would, until it was revealed he had
authorized the bombing of Cambodia in April 1970
○ Protests erupted across the country, specifically at colleges and universities, many of which were shut down by student
demonstrations
○ At Kent State, the protests started largely peaceful as students gathered in the commons and listened to speakers. That night
however, there were reports of violent clashes between students and police downtown, causing Kent to declare a state of
emergency.
○ The following day, the national guard arrived in response to threats by protestors to raid Kent businesses. By the time they
arrived, the students were watching the campus ROTC building burn. Protestors attempted to stop firefighters from putting
out the blaze and the national guard had to drive protestors back
ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 
 
 ○ Two days later, protesters again gathered on the commons - about 3,000 people faced 100 national guardsmen
○ The protesters were ordered to disperse but refused. - In response tear gas was fired into the crowd and marched toward the
crowd forcing them back toward a field, enclosed by a fence
○ when they reached that fence, a mod erupted as protestors threw rocks and shouted at the guardsmen- the guardsmen
retreated
○ Witnesses say, suddenly, 28 guardsmen fired, some into the crowd, some into the air- in 13 seconds, 70 shots were fired
○ 4 students were killed and 9 injured
○ Photos from Kent circulated and became symbolic of the divide in the nation over Vietnam and changed the way the peace
movement began to operate- What were these demonstrations accomplishing?
● 1968 Democratic National Convention - August
○ 1968 had been an eventful year including multiple assassinations (MLK, RFK)and the Tet offensive
○ The leading Democratic nominee, Humpreys had continuously backed LBJ and the war- activists became fed up with the
democratic leadership's support for the war
○ Protesters tried to gather but their permits continued to be denied by Chicago Mayor Daley- the protesters did it anyway
○ Police and national guardsmen were instructed by Daley to remove the protesters to clear them out before the actual
convention could begin
○ Around 11:00 p.m. on Sunday, August 25, a couple thousand police officers wearing riot gear, helmets and gas masks lined
up at Lincoln Park. Some threw tear gas into the crowd- protesters scattered- the protest grew violent as police continued to
beat people, even as they ran away or fell to the ground
○ Inside the convention tensions rose between those that were for and against the war- the peace delegates put forth a "peace
plank" but it was voted down by Humphrey supporters- violence erupted outside the convention center as 15,000 protestors
gathered and stood face-to-face with hundreds of law enforcement who were tasked with keeping protesters away from the
convention floor- police continued to beat protesters
○ After Humphreys was nominated, protesters again tried to get to the convention but were deterred by tear gas
○ Over 650 protesters were arrested during the convention. The total number of injured protesters is unknown but over 100
were treated at area hospitals. It was reported that 192 police officers were injured and 49 required medical treatment.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Reedy Oral History 
(35:15-32:00 and 26:50-23:57) 
 
VVAW Goals 
 

 
 
 
 
 
 
 
 
 
 
 
 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Iconic Photos from Vietnam: 
Kent State Photo 

 
 
Tet Execution Photo 

 
 
 
 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Hue Evacuation Photo 

 
 
Running From Napalm - cropped 

 
 
 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
Draft Card Photo  

 
My Lai Photos 

 
 
ABC 68 DNC 
ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 
 
 
PBS My Lai Video Clip 
 
CBS Tet Offensive Video 
 
Woodstock Photos 
 
 
 
Political Cartoons 
https://digital.scetv.org/teachingAmerhistory/pdfs/vietnampoliticalcartoons.pdf 
https://hti.osu.edu/opper/lesson-plans/anti-vietnam-conflict-war-protest/images/echoes-of-the-enemy 
 
"you peaceniks burn me up,"  

 
"name a clean one."  

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
  
"...But it's okay over here?" 

 
"Threat of a full time job" 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
  
"Echoes of the enemy" 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
NYT Article- The Morality of War 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
DETROIT—The military involvement of the United States in Southeast Asia is more than a hotly debated political issue. “Vietnam” is an
urgent moral question demanding an examination by all thinking Americans. That war is always a moral matter should be clear enough.
Political and military policies which provide soldiers and weapons for the purposes of death and destruction require a moral judgment of the
individual citizens with whose tax money and, in some cases, very lives those policies are implemented.

A citizen is untrue to his human dignity as an intelligent, compassionate person if he surrenders his conscience to his government in time of
war. In their collective pastoral letter of Nov. 15, 1968, the American Catholic Bishops expressed the hope that “in the all-important issue of
war and peace, all men will follow their consciences.” And prior to this, Pope John XXIII in Pacem In Terris had indicated that conscience
today might require a new attitude toward war. “Therefore, in an age such as ours which prides itself on its atomic energy, it is contrary to
reason to hold that war is now a suitable way to restore rights which have been violated.”

We may think of this as a new attitude toward war. In fact, it is a moral position which links up with the earliest Christian tradition in regard
to war. For three centuries Christians generally refused service in military campaigns, rejecting killing as an immoral means to an end.
Strong statements of men such as Saint Justin, Saint Clement of Alexandria, Saint Cyprian and others show the common Christian attitude
in regard to the morality of war.

Obviously, for one who would follow the earliest Christian tradition, supporting the Vietnam war is morally unthinkable. But even if one
were to base his conscientious judgment of the Vietnam war on the “just war” doctrine, I believe his conclusion could only be that
continuing American military involvement in Southeast Asia is gravely immoral.

This doctrine is based on the obvious enough premise that war is an unspeakable physical evil. Like other physical evils, it sometimes
cannot be avoided. In certain circumstances doctor—and the patient also—would accept the need to amputate an arm or leg. Similarly, the
evil of war is “justified” in certain circumstances. Otherwise it is immoral.

One condition is that war must be waged by a legitimate public authority for the common good. Is it really serving the common good to
fight an undeclared war thousands of miles away against an enemy that poses no threat to the United States? And does Congressional
approval of funds to equip American forces sent to Vietnam under questionable circumstances (Gulf of Tonkin Resolution) constitute
legitimate declaration of war?

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
A second condition Is that a just cause is required. One will demand clear and cogent reasons before he will accept the amputation of his
arm. To “justify'' war requires no less. Here the obvious question is: What is the cause for which American forces are fighting in Southeast
Asia? Millions of Americans can be excused for having no clear answer to that question. We have been given so many different reasons,
even to the point where we are told it is simply to uphold American prestige rather than accept the humiliation of defeat. We may be
excused for not knowing the reason for the war. We cannot be morally excused for participating without sure knowledge that the reason is
sufficient.

A final consideration is that to be “just” the war must be fought within the limits of what is called the “principle of proportionality.” In 1968
the American Bishops asked: “Have we already reached, or passed, the point where the principle of proportionality becomes decisive? How
much more of our resources in men and money should we commit to this struggle? Has the conflict in Vietnam provoked inhuman
dimensions of suffering?”

Without even considering the death and destruction in Laos and Cambodia can we find any “justifying proportionality” in what we are doing
in this war?

Whether we judge this war in the light of the earliest Christian tradition on war, or according to the “just war” doctrine, I can reach only one
conclusion: our participation in it is gravely immoral.

When Jesus faced His captors He told Peter to put away his sword. It seems to me He is saying the same thing to the people of the United
States in 1971.
 
 
 
 
 
 
 
 
 
 
 
NYT Kent State Report 
 

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
KENT, Ohio, May 4—Four students at Kent State University, two of them women, were shot to death this afternoon by a volley of National
Guard gun fire. At least 8 other students were wounded.

The burst of gunfire came about 20 minutes after the guardsmen broke up a noon rally on the Commons, a grassy campus gathering spot, by
lobbing tear gas at a crowd of about 1,000 young people.

In Washington, President Nixon deplored the deaths of the four students in the following statement:

“This should remind us all once again that when dissent turns to violence it invites tragedy. It is my hope that this tragic and unfortunate
incident will strengthen the determination of all the nation's campuses, administrators, faculty and students alike to stand firmly for the right
which exists in this country of peaceful dissent and just as strongly against the resort to violence as a means of such expression.”

In Columbus, Sylvester Del Corso, Adjutant General of the Ohio National Guard, said in a statement that the guardsmen had been forced to
shoot after a sniper opened fire against the troops from a nearby rooftop and the crowd began to move to encircle the guardsmen.

Frederick P. Wenger, the Assistant Adjutant General, said the troops had opened fire after they were shot at by a sniper.

“They were under standing orders to take cover and return any fire,” he said.

This reporter, who was with the group of students, did not see any indication of sniper fire, nor was the sound of any gunfire audible before
the Guard volley. Students, conceding that rocks had been thrown, heatedly denied that there was any sniper.

Gov. James A. Rhodes called on J. Edgar Hoover, director of the Federal Bureau of Investigation, to aid in looking into the campus
violence. A Justice Department spokesman said no decision had been made to investigate.

At 2:10 this afternoon, after the shootings, the university president, Robert I. White, ordered the university closed for an indefinite time, and
officials were making plans to evacuate the dormitories and bus out of-state students to nearby cities.

Robinson Memorial Hospital identified the dead students as Allison Krause, 19 years old, of Pittsburgh; Sandra Lee Scheuer, 20, of
Youngstown, Ohio, both coeds: Jeffrey Glenn Miller, 20, of 22 Diamond Drive, Plain view, L. I., and William K. Schroeder, 19, of Lorain,
Ohio.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
At 10:30 P.M. The hospital said that six students had been treated for gunshot wounds. Three were reported in critical condition and three in
fair condition. Two others with superficial wounds were treated and released.

Students here, angered by the expansion of the war into Cambodia, have held demonstrations for the last three nights. On Saturday night, the
Army Reserve Officers Training Corps building was burned 10 the ground and the Guard was called in and martial law was declared.

Today's rally, called after night in which the police and guardsmen drove students into their dormitories and made 69 arrests, began as
students rang the iron Victory Bell on the commons, normally used to herald football victories.

A National Guard jeep drove onto the Commons and an officer ordered the crowd to disperse. Then several canisters of tear gas were fired,
and the students straggled up a hill that borders the area and retreated into buildings.

A platoon of guardsmen, armed—as they have been since they arrived here with loaded M-1 rifles and gas equipment— moved across the
green and over the crest of the hill, chasing the main body of protesters.

The youths split into two groups, one heading farther downhill toward a dormitory complex, the other eddying around a parking lot and
girls' dormitory just below Taylor Hall, the architecture building.

The guardsmen moved into a grassy area just below the parking lot and fired several canisters of tear gas from their short, stubby launchers.
Three or four youths ran to the smoking canisters and hurled them back. Most fell far short, but one landed near the troops and a cheer went
up from the crowd, which was chanting “Pigs off campus” and cursing the war.

A few youths in the front of the crowd ran into the parking lot and hurled stones or small chunks of pavement in the direction of the
guardsmen. Then the troops began moving back up the hill in the direction of the college.

Students Cheer

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
The students in the parking lot area, numbering about 500, began to move toward the rear of the troops, cheering. Again, a few in front
picked up stones from the edge of the parking lot and threw them at the guardsmen. Another group of several hundred students had gathered
around the sides of Taylor Hall watching.

As the guardsmen, moving up the hill in single file, reached the crest, they suddenly turned, forming a skirmish line and opening fire.

The crackle of the rifle volley cut the suddenly still air. It appeared to go on, as a solid volley, for perhaps a full minute or a little longer.

Some of the students dived to the ground, crawling on the grass in terror. Others stood shocked or half crouched, apparently believing the
troops were firing into the air. Some of the rifle barrels were pointed upward.

Near the top of the hill at the corner of Taylor Hall, a student crumpled over, spun sideways and fell to the ground, shot in the head.

When the firing stopped, a slim girl, wearing a cowboy shirt and faded jeans, was lying face down on the road at the edge of the parking lot,
blood pouring out onto the macadam, about 10 feet from this reporter.

Too Shocked to React

The youths stood stunned, many of them clustered in small groups staring at the bodies. A young man cradled one of the bleeding forms in
his arms. Several girls began to cry. But many of the students who rushed to the scene seemed almost too shocked to react. Several gathered
around an abstract steel sculpture in front of the building and looked at a .30-caliber bullet hole drilled through one of the plates.

The hospital said that six young people were being treated for gunshot wounds, some in the intensive care unit. Three of the students who
were killed were dead on arrival at the hospital.

One guardsman was treated and released at the hospital and another was admitted with heat prostration.

In the early afternoon, students attempted to gather at various areas of the Commons but were ordered away by guardsmen and the Ohio
Highway Patrol, which moved in as reinforcements.

There were no further clashes, as faculty members, graduate assistants and student leaders urged the crowd to go back to the dormitories.

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
But a bizarre atmosphere hung over the campus as a Guard helicopter hovered overhead, grim-faced officers maneuvered their men to
safeguard the normally pastoral campus and students, dazed, fearful and angry, struggled to comprehend what had happened and to find
something to do about it.

Students carrying suitcases and duffel bags began leaving the campus this afternoon. Early tonight the entire campus was sealed off and a
court injunction was issued ordering all students to leave.

A 5 P.M. curfew was declared in Kent, and road blocks were set up around the town to prevent anyone from entering. A state of emergency
was also declared in the nearby towns of Stow and Ravenna.

Statement by General

KENT, Ohio, May 4 (UPI)— Brig. Gen. Robert Canterbury, the commander of Guard troops on the Kent State campus, said today that no
warning had been given to the students that the troops would shoot.

General Canterbury, at the campus news conference, said in reply to questioning that no official order had been given to open fire.

“The situation did not allow it,” he said. “The emotional atmosphere was such that anything could have happened. It was over in two to
three seconds.”

He said a guardsman “always has the option to fire if his life is in danger.”

“A crowd of about 600 students had surrounded a unit of about 100 guardsmen on three sides and were throwing rocks at the troops,” he
said. “Some of the rocks were the size of baseballs. The troops had run out of tear gas.”

Governor Rhodes, who had ordered the National Guards men onto the campus Saturday after students began looting; stores and breaking
windows in the downtown area, said “a complete investigation” would be made into the shootings.

Dr. White, the university president, said:

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020 

 
“Everyone without exception is horror-struck by the tragedy of the last few hours. Unfortunately, no one is able yet to say with certainty
what the facts of the situation are.

“There are many unconfirmed reports of gunfire from various sources,” he went on. “We are asking for every possible appropriate
investigation, which we shall undertake to pursue to the limit.”

ASU Dept. of History​· ​ History Education Program​·​ 2019-2020