Rationale...4 Organization and Management...5 Features...6. Themes...11 Overview...11 Objectives...11

Transcription

1 Kent State INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale Organization and Management Features SECTION 1 INTRODUCING KENT STATE Themes Overview Objectives SECTION 2 PREPARATION FOR VIEWING Introduction to the Program Introduction to Vocabulary Discussion Ideas Focus Jump Right In SECTION 3 AFTER VIEWING THE PROGRAM Suggested Activities Vocabulary Checking Comprehension Term Link True or False Reverse Alphabet Timeline Word Search Test SECTION 4 ADDITIONAL AIMS MULTIMEDIA PROGRAMS ANSWER KEYS

2 Copyright 1999 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia FOR-AIMS Copyright 1999 AIMS Multimedia

3 Congratulations! You have chosen a learning program that will actively motivate your students AND provide you with easily accessible and easily manageable instructional guidelines designed to make your teaching role efficient and rewarding. The AIMS Teaching Module provides you with a video program keyed to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs. Copyright 1999 AIMS Multimedia 3

4 RATIONALE In today s classrooms, educational pedagogy is often founded on Benjamin S. Bloom s Six Levels of Cognitive Complexity. The practical application of Bloom s Taxonomy is to evaluate students thinking skills on these levels, from the simple to the complex: Knowledge (rote memory skills), Comprehension (the ability to relate or retell), Application (the ability to apply knowledge outside its origin), Analysis (relating and differentiating parts of a whole), Synthesis (relating parts to a whole), and Evaluation (making a judgment or formulating an opinion). The AIMS Teaching Module is designed to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning with the students life experiences, realities, and expectations. AIMS learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities. 4 Copyright 1999 AIMS Multimedia

5 ORGANIZATION AND MANAGEMENT To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in four sections. You are reading Section 1, Introduction to the Aims Teaching Module (ATM). SECTION 2, INTRODUCING THIS ATM will give you the specific information you need to integrate the program into your classroom curriculum. SECTION 3, PREPARATION FOR VIEWING provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students. SECTION 4, AFTER VIEWING THE PROGRAM provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas. Copyright 1999 AIMS Multimedia 5

6 FEATURES INTRODUCING EACH ATM SECTION 2 Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world s most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom, your AIMS Teaching Module features these components: Themes The Major Theme tells how this AIMS Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas. Overview The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation. Objectives The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic. 6 Copyright 1999 AIMS Multimedia

7 PREPARATION FOR VIEWING SECTION 3 In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Introduction To The Program Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn. Introduction To Vocabulary Introduction to Vocabulary is a review of language used in the program: words, phrases, usage. This vocabulary introduction is designed to ensure that all learners, including limited English proficiency learners, will have full understanding of the language usage in the content of the program. Discussion Ideas Discussion Ideas are designed to help you assess students prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students ideas and opinions. Focus Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity. Jump Right In Jump Right In provides abbreviated instructions for quick management of the program. AFTER VIEWING THE PROGRAM SECTION 4 After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on and in-depth extended study of the topic. Copyright 1999 AIMS Multimedia 7

8 SUGGESTED ACTIVITIES The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories: Meeting Individual Needs These activities are designed to aid in classroom continuity. Reluctant learners and learners acquiring English will benefit from these activities geared to enhance comprehension of language in order to fully grasp content meaning. MATH Curriculum Connections Many of the suggested activities are intended to integrate the content of the ATM program into other content areas of the classroom curriculum. These cross-connections turn the classroom teaching experience into a whole learning experience. Critical Thinking Critical Thinking activities are designed to stimulate learners own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences. Cultural Diversity Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language. Hands On These are experimental or tactile activities that relate directly to the material taught in the program.your students will have opportunities to make discoveries and formulate ideas on their own, based on what they learn in this unit. Writing Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas. In The Newsroom Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program. Extended Activities These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or apply what they have learned to other media or content areas. Link to the World These activities offer ideas for connecting learners classroom activities to their community and the rest of the world. Culminating Activity To wrap up the unit, AIMS Teaching Modules offer suggestions for ways to reinforce what students have learned and how they can use their new knowledge to enhance their world view. 8 Copyright 1999 AIMS Multimedia

9 VOCABULARY Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will either read or find the definition of each vocabulary word, then use the word in a written sentence. CHECKING COMPREHENSION Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test. CONSUMABLE ACTIVITIES The AIMS Teaching Module provides a selection of consumable activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. CHECKING VOCABULARY The Checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context. TEST The AIMS Teaching Module Test permits you to assess students understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in test-taking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers. Copyright 1999 AIMS Multimedia 9

10 ADDITIONAL AIMS MULTIMEDIA PROGRAMS After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs. ADDITIONAL READING SUGGESTIONS AIMS offers a carefully researched list of other resources that you and your students may find rewarding. ANSWER KEY Reproduces tests and work pages with answers marked. 10 Copyright 1999 AIMS Multimedia

11 Kent State THEMES Kent State introduces viewers to the events surrounding the shootings at Kent State University. The program begins with the announcement of the Cambodian invasion and ends with a fiery confrontation by the Ohio National Guard. The attitudes of the students, both conservative and radical, are explored, as well as the motives of the authorities. In addition, the program discusses the implications of using military force to deal with political protests. OVERVIEW Using photos, archival news footage, private 8mm film and informative narration, this captivating program documents the 1970 tragedy at Kent State University. Viewers will gain insight into the four-day upheaval that left four students dead, nine wounded and an entire country in shock. Historical footage captures the angry riots, the mayor s call for the National Guard, and the burning of the ROTC building. In addition, the program replays the campus occupation by the National Guard and the rally that resulted in chaos, injury, death and a loss of confidence in authority. OBJECTIVES To discuss the political events that motivated Kent State students to organize a protest. To learn more about the events leading to the occupation of Kent State by the Ohio National Guard. To better understand the various elements that contributed to the tragedy at Kent State. To explore the implications of using military force to deny Americans their constitutional rights. 11

12 Use this page for your individual notes about planning and/or effective ways to manage this AIMS Teaching Module in your classroom. Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to: AIMS Multimedia Editorial Department 9710 DeSoto Avenue Chatsworth, California

13 INTRODUCTION TO THE PROGRAM The late 1960s and early 1970s were a difficult time for America. Many citizens were beginning to doubt the motives and actions of their government. For the first time in our country s history, people began to actively rebel against established forms of authority. The Vietnam War was a looming symbol of America s distrust of the government. Many people did not understand why the U.S. was fighting in the war, especially since Congress had never declared war with North Vietnam. These were the issues that motivated students at Kent State to protest the war effort. When their attempts to speak out were met with violence, American distrust with the establishment was stronger than ever. INTRODUCTION TO VOCABULARY The First Amendment to the Constitution states that Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceable to assemble, and to petition the government for a redress of grievances. Ask students to define the words petition, redress and grievances. What do these words mean in relation to the First Amendment? (Petition is a request that is usually written. Redress means to set right or remedy. Grievance is a distress that is reason for complaint or resistance.) FOCUS Encourage students to think about the differences between their own society and the environment of the 1960s. Remind them that the gap between conformists and nonconformists was much larger during the early days of the counterculture movement. Tell them to keep this in mind as they begin the program. DISCUSSION IDEAS Ask students to think about some causes that they strongly support. How would they feel if they were not allowed to talk about these causes? What if military forces prevented them from meeting with others who felt the same way? How would students feel if they were threatened and intimidated with armed weapons at their school? What if they were not actively protesting, but simply standing near others who were? 13

14 JUMP RIGHT IN HOW TO USE THE KENT STATE AIMS TEACHING MODULE Preparation Viewing KENT STATE After Viewing KENT STATE Read Kent State Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view Kent State together or in small groups. Some students may benefit from viewing the video more than one time. Select Suggested Activities that integrate into your classroom curriculum. If applicable, gather materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible, encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups. Administer the Test to assess students comprehension of what they have learned, and to provide them with practice in test-taking procedures. Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization. 14

15 SUGGESTED ACTIVITIES Critical Thinking Kent State University administrators told students that they did not have the right to assemble for a peaceful protest. Ask students to read the First Amendment of the Constitution. What does it say about the right to assemble and petition the government? The administrators argued that a state of emergency existed on campus which made an assembly dangerous. Did this justify their refusal to allow students to assemble? 15 Minutes (No, it did not.) Extended Activity During the 1960s many young people were involved in the counterculture movement. They rebelled against numerous policies of the government. They spoke out about the war in Vietnam, the civil rights of African-Americans and the importance of saving the environment. How are these issues similar to those that we face today? What recent political issues have caused people to protest? 25 Minutes (Racial and environmental issues are still passionately debated. American involvement, as well as lack of involvement, in Bosnia and the Persian Gulf has also caused controversy. In addition, the issues of abortion, health care, and affirmative action have caused social conflicts.) Do students think that young people today are more or less active in political matters? Ask them to defend their answers. Connection to Social Science The counterculture movement of the 1960s was fueled by a growing number of young people who were bitterly opposed to government policies. Followers of this movement were often called hippies or flower children. Ask students what these words mean to them. What else do they know about the counterculture of the 1960s? What elements of this movement have been carried into their own generation? 20 Minutes SOCIAL SCIENCE 15

16 Meeting Individual Needs Ask students to make sentences using the following words. Encourage them to use a dictionary if they are unsure of the meanings. Make sure that their sentences display an understanding of the words as they relate to the program. insurrection - the act of revolting against authority dissent - disagreement with the opinion of the majority subjugate - to force people to submit to a controlling government cynicism - a distrust or doubt concerning the motives and actions of others 30 Minutes Connection to History Ask students to look up one of the following topics in the encyclopedia. Have them summarize the topic with a one-page paper. In particular, ask them to focus on how the event reflected America s growing mistrust of the government. March on Washington Woodstock Days of Rage (Chicago Protests) Berkeley Counterculture Movement Freedom Riders Democratic National Convention of 1968 HISTORY Extended Time Connection to History Ask students what they know about Reserve Officers Training Corps or ROTC. Why was it chosen as a target by the students of Kent State? What was the connection between ROTC and the Vietnam War? (ROTC trained many people who later became officers in the armed forces. Some students saw the destruction of ROTC as the best way to hinder the war effort. Others felt that ROTC violated academic standards because universities had little or no control over the classes and instructors. Many students across the country participated in anti-rotc movements.) 15 Minutes HISTORY 16

17 Writing During the days of early March, 1970, a feeling of fear and anger was building at Kent State University. Even students who were described as straight or conservative were upset that the National Guard was controlling their campus. Ask students to imagine that they were on the Kent State campus in the days prior to the shootings. Have them write a one-page journal entry describing the atmosphere. What opinions were people exchanging? What were their fears? What were they angry about? Remind the class that some students supported the Vietnam War, while others were opposed to organized protests. Allow students own personal opinions to be reflected in their writings. Extended Time Critical Thinking Spend some time allowing students to share excerpts from the journal entries written in the previous activity. How did they feel while studying about Kent State? What was it like to imagine themselves in the midst of the tragedy? Allow students to express their own personal views about what happened at Kent State. What circumstances contributed to the tragedy? Do they think that the same thing could happen again? 30 Minutes Culminating Activity Using what they have learned in the unit, ask each student to write a question related to the program. Collect the questions and use them to write a review quiz. After giving the quiz, ask students if they enjoyed designing the test. How would they feel about designing more tests in the future? 60 Minutes 17

18 Name VOCABULARY The following terms are from Kent State. Fill in the number of each term next to its closest definition. 1. bayonet 2. curfew 3. disperse 4. nonconformity 5. hostility 6. protest 7. radical 8. repress refusal to agree with the opinions of the majority a steel blade attached to the end of a weapon an organized public demonstration of disapproval a rule forcing people to leave an area at a certain time intense feelings of anger and conflict one who calls for extreme measures in response to a political problem to hold back or control to break up a meeting or group activity 18

19 Name CHECKING COMPREHENSION Read the following sentences and circle the letter of the word that best fills each blank. On April 30, 1970 President 1 announced that American troops had invaded Cambodia. Many students at Kent State University in 2 were angry about the announcement. On the next day, Friday, May 1, students held a rally to bury 3, saying that it had been murdered because there had been no declaration of war by Congress. That night, students were in a rowdy mood as they gathered in bars on nearby Water Street. After some windows were broken and a bonfire was set, the mayor ordered all of the students to 4. Many students were resentful, especially those who were not causing trouble. On Saturday night, as the mayor forced the students to stay on campus, angry students set fire to the 5. Students who tried to challenge the curfew were forced back to their dorms by the 6. Students who were actively protesting, as well as those who were not involved, were intimidated by bayonets and 7. On Monday morning, students planned a 8 to express their anger over the National Guard occupation. As the guardsmen tried to force the protesters back with tear gas, some students threw 9 at the troops. The guardsmen suddenly fired into a crowd of students, killing 10 and wounding nine. 1. A. Kennedy B. Eisenhower C. Nixon D. Johnson 2. A. New York B. Ohio C. California D. Pennsylvania 3. A. the Constitution B. a draft card C. the ROTC handbook D. the Kent State University curriculum 4. A. go to jail B. clean up the mess C. go back to campus D. go to the ROTC building 5. A. cafeteria B. administration offices C. art building D. ROTC building 6. A. campus police B. Ohio National Guard C. FBI D. citizens of Kent 7. A. machine guns B. tear gas C. rocks D. flares 8. A. peaceful protest B. giant bonfire C. violent battle D. vacation from school 9. A. knives B. flares C. rocks D. torches 10. A. one B. six C. ten D. four 19

20 Name TERM LINK Write the letter of each term next to the group of words which best describe it. A. Cambodia B. Constitution C. Kent D. National Guard E. Richard Nixon F. James A. Rhodes G. ROTC (Reserve Officer Training Corps) H. Scranton H C name of the commission which investigated the shootings at Kent State Ohio town where college students protested the invasion of Cambodia E U.S. President who announced the invasion of Cambodia on April 30, 1970 B F A G D U.S. document which guarantees the right to peacefully assembly Ohio governor who approved sending the National Guard to Kent State country in Southeast Asia where the Vietcong forces held a key control center campus organization which occupied a building burned by Kent State students military group which took over Kent State and fired into a crowd of students 20

21 Name TRUE OR FALSE Place a T next to statements that are true and an F next to statements that are false. 1. T Four students at Kent State University were killed by Ohio National Guardsmen. 2. F On Friday night, the students decided to stay in their dorms and not cause any trouble. 3. F National Guardsmen burned the ROTC building to prevent students from protesting. 4. T On May 4, the University Administration said the students had no right to assemble. 5. T Many Kent State students were angry because American forces had invaded Cambodia. 6. T Students who were actively protesting, as well as those who weren t, were forced into their dorms with tear gas. 7. F Many students at Kent State were armed with guns and knives during the protesting. 8. T Students threw rocks at the National Guard just before the shootings started. 9. F Governor James Rhodes said that the students had every right to protest on campus. 10. T The Scranton Commission later found that the students posed no major threat to the National Guard. 21

22 Name REVERSE ALPHABET An important word in each sentence below is written in reverse alphabet. Reverse alphabet works like this: A= Z, B=Y, C=X, D=W, E=V, F=U, G=T, H=S, I=R, J=Q, K= P, L = O, M=N, N=M, O=L, P=K, Q=J, R=I, S=H, T=G, U=F, V=E, W=D, X=C, Y=B, Z=A Use Reverse Alphabet to discover the code word in each sentence. 1. Students at Kent State claimed that they were denied their right of ZHHVNYOB. assembly 2. National Guard officers used GVZI TZH to control the students at Kent State. tear gas 3. The ILGX YFROWRMT was burned because it was a nearby symbol of war. ROTC building 4. Many students felt that Americans should not be fighting a war in ERVGMZN. Vietnam 5. Although the U.S. sent soldiers to Vietnam for many years, XLMTIVHH never declared a war with North Vietnam. Congress 6. President Nixon s announcement about the invasion of XZNYLWRZ made many Americans angry. Cambodia 7. Students at Kent State buried the Constitution because they said it had been NFIWVIVW by the government. murdered 8. A tragic shooting also occurred at QZXPHLM State College in Mississippi after similar student protests. Jackson 22

23 Name TIMELINE Place the following events in order using the numbers 1 through Guardsmen pursue a group of students to a fence and are forced to retreat The Scranton Commission calls the shootings, unnecessary, unwarranted, inexcusable On Friday night, May 1, students break windows on Water Street On May 4, students attend a peaceful protest rally at noon Kent State students bury the Constitution in response to Nixon s announcement As students throw stones at retreating guardsmen, shots are fired into the crowd Mayor Satrom sets a curfew for the students and forces them back to campus President Nixon announces the invasion of Cambodia. 23

24 Name WORD SEARCH The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally or backward. Cambodia Kent Nixon Ohio Protest Rhodes ROTC Scranton Students Vietnam O I H O O E T H U Q R T D H C N S C R A N T O N R A L B I L D N L E B Q O L J T J X S K J H U S P V E O M S O E G A R T M I P B Y C X N U Z O U R E B M P R O T E S T D B T K X Y H A Q N L C E G N W T K O N S C H D N C A M B O D I A O J S T P M E P N E A K G K Y S T L M B R S E S C Q O Z 24

25 Name TEST Circle the phrase which best answers each question. 1. On April 30, 1970, President Nixon announced that U.S. troops had entered: Vietnam. Cambodia. China. Laos. 2. Students at Kent State responded to Nixon s announcement by: quitting school for the rest of the semester. burning an American flag. tearing up their draft cards. burying the U.S. Constitution. 3. On Friday night, May 1, students gathered on Water Street and: threw rocks in shop windows. built a bonfire. intensely debated the events of the day. all of the above. 4. In response to the disturbances on Water Street, Mayor Satrom called for: the arrest of all protesting students. the expulsion of all protesting students. a curfew for all students, whether protesting or not. a curfew for the students who broke windows. 5. Angry about being trapped on campus, students set fire to: Prentiss Hall. the Commons. Blanket Hill. the ROTC building. 25

26 Name TEST (CONTINUED) 6. In order to control the growing problem, Governor Rhodes approved sending in the: National Guard. Bureau of Investigation. Scranton Commission. S.W.A.T. team. 7. On Monday, students were told that they had no right to: go to class. leave the town of Kent. organize an assembly. leave their dorms. 8. When National Guard officers pursued students to a fence bordering a practice field: the students threw rocks at the troops and forced them to retreat. the guardsmen trapped the students against the fence and opened fire. tear gas was dropped on the students from helicopters. none of the above. 9. National Guard officers fired into a crowd of protesters after students: tried to peacefully end the disturbance. threw rocks and shouted Kill the pigs. fired their own weapons at the officers. charged at the officers with knives and stolen bayonets. 10. The Scranton Commission later stated that: the shootings were unnecessary and inexcusable. the guardsmen were justified in firing at the students. the students had no right to assemble. the shootings were unavoidable and understandable. 26

27 ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: Martin Luther King, Jr. and the Civil Rights Movement Malcolm X Nelson Mandela and the Struggle to End Apartheid JFK: The Early Years JFK: The Age of the Kennedy Presidency JFK: The Death of a President 27

28 ANSWER KEY for page 18 VOCABULARY The following terms are from Kent State. Fill in the number of each term next to its closest definition. 1. bayonet 2. curfew 3. disperse 4. nonconformity 5. hostility 6. protest 7. radical 8. repress refusal to agree with the opinions of the majority a steel blade attached to the end of a weapon an organized public demonstration of disapproval a rule forcing people to leave an area at a certain time intense feelings of anger and conflict one who calls for extreme measures in response to a political problem to hold back or control to break up a meeting or group activity 28

29 ANSWER KEY for page 19 CHECKING COMPREHENSION Read the following sentences and circle the letter of the word that best fills each blank. On April 30, 1970 President 1 announced that American troops had invaded Cambodia. Many students at Kent State University in 2 were angry about the announcement. On the next day, Friday, May 1, students held a rally to bury 3, saying that it had been murdered because there had been no declaration of war by Congress. That night, students were in a rowdy mood as they gathered in bars on nearby Water Street. After some windows were broken and a bonfire was set, the mayor ordered all of the students to 4. Many students were resentful, especially those who were not causing trouble. On Saturday night, as the mayor forced the students to stay on campus, angry students set fire to the 5. Students who tried to challenge the curfew were forced back to their dorms by the 6. Students who were actively protesting, as well as those who were not involved, were intimidated by bayonets and 7. On Monday morning, students planned a 8 to express their anger over the National Guard occupation. As the guardsmen tried to force the protesters back with tear gas, some students threw 9 at the troops. The guardsmen suddenly fired into a crowd of students, killing 10 and wounding nine. 1. A. Kennedy B. Eisenhower C. Nixon D. Johnson 2. A. New York B. Ohio C. California D. Pennsylvania 3. A. the Constitution B. a draft card C. the ROTC handbook D. the Kent State University curriculum 4. A. go to jail B. clean up the mess C. go back to campus D. go to the ROTC building 5. A. cafeteria B. administration offices C. art building D. ROTC building 6. A. campus police B. Ohio National Guard C. FBI D. citizens of Kent 7. A. machine guns B. tear gas C. rocks D. flares 8. A. peaceful protest B. giant bonfire C. violent battle D. vacation from school 9. A. knives B. flares C. rocks D. torches 10. A. one B. six C. ten D. four 29

30 ANSWER KEY for page 20 TERM LINK Write the letter of each term next to the group of words which best describe it. A. Cambodia B. Constitution C. Kent D. National Guard E. Richard Nixon F. James A. Rhodes G. ROTC (Reserve Officer Training Corps) H. Scranton H C name of the commission which investigated the shootings at Kent State Ohio town where college students protested the invasion of Cambodia E U.S. President who announced the invasion of Cambodia on April 30, 1970 B F A G D U.S. document which guarantees the right to peacefully assembly Ohio governor who approved sending the National Guard to Kent State country in Southeast Asia where the Vietcong forces held a key control center campus organization which occupied a building burned by Kent State students military group which took over Kent State and fired into a crowd of students 30

31 ANSWER KEY for page 21 TRUE OR FALSE Place a T next to statements that are true and an F next to statements that are false. 1. T Four students at Kent State University were killed by Ohio National Guardsmen. 2. F On Friday night, the students decided to stay in their dorms and not cause any trouble. 3. F National Guardsmen burned the ROTC building to prevent students from protesting. 4. T On May 4, the University Administration said the students had no right to assemble. 5. T Many Kent State students were angry because American forces had invaded Cambodia. 6. T Students who were actively protesting, as well as those who weren t, were forced into their dorms with tear gas. 7. F Many students at Kent State were armed with guns and knives during the protesting. 8. T Students threw rocks at the National Guard just before the shootings started. 9. F Governor James Rhodes said that the students had every right to protest on campus. 10. T The Scranton Commission later found that the students posed no major threat to the National Guard. 31

32 ANSWER KEY for page 22 REVERSE ALPHABET An important word in each sentence below is written in reverse alphabet. Reverse alphabet works like this: A= Z, B=Y, C=X, D=W, E=V, F=U, G=T, H=S, I=R, J=Q, K= P, L = O, M=N, N=M, O=L, P=K, Q=J, R=I, S=H, T=G, U=F, V=E, W=D, X=C, Y=B, Z=A Use Reverse Alphabet to discover the code word in each sentence. 1. Students at Kent State claimed that they were denied their right of ZHHVNYOB. assembly 2. National Guard officers used GVZI TZH to control the students at Kent State. tear gas 3. The ILGX YFROWRMT was burned because it was a nearby symbol of war. ROTC building 4. Many students felt that Americans should not be fighting a war in ERVGMZN. Vietnam 5. Although the U.S. sent soldiers to Vietnam for many years, XLMTIVHH never declared a war with North Vietnam. Congress 6. President Nixon s announcement about the invasion of XZNYLWRZ made many Americans angry. Cambodia 7. Students at Kent State buried the Constitution because they said it had been NFIWVIVW by the government. murdered 8. A tragic shooting also occurred at QZXPHLM State College in Mississippi after similar student protests. Jackson 32

33 ANSWER KEY for page 23 TIMELINE Place the following events in order using the numbers 1 through Guardsmen pursue a group of students to a fence and are forced to retreat The Scranton Commission calls the shootings, unnecessary, unwarranted, inexcusable On Friday night, May 1, students break windows on Water Street On May 4, students attend a peaceful protest rally at noon Kent State students bury the Constitution in response to Nixon s announcement As students throw stones at retreating guardsmen, shots are fired into the crowd Mayor Satrom sets a curfew for the students and forces them back to campus President Nixon announces the invasion of Cambodia. 33

34 ANSWER KEY for page 24 WORD SEARCH The following words can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally or backward. Cambodia Kent Nixon Ohio Protest Rhodes ROTC Scranton Students Vietnam O I H O O E T H U Q R T D H C N S C R A N T O N R A L B I L D N L E B Q O L J T J X S K J H U S P V E O M S O E G A R T M I P B Y C X N U Z O U R E B M P R O T E S T D B T K X Y H A Q N L C E G N W T K O N S C H D N C A M B O D I A O J S T P M E P N E A K G K Y S T L M B R S E S C Q O Z 34

35 ANSWER KEY for page 25 TEST Circle the phrase which best answers each question. 1. On April 30, 1970, President Nixon announced that U.S. troops had entered: Vietnam. Cambodia. China. Laos. 2. Students at Kent State responded to Nixon s announcement by: quitting school for the rest of the semester. burning an American flag. tearing up their draft cards. burying the U.S. Constitution. 3. On Friday night, May 1, students gathered on Water Street and: threw rocks in shop windows. built a bonfire. intensely debated the events of the day. all of the above. 4. In response to the disturbances on Water Street, Mayor Satrom called for: the arrest of all protesting students. the expulsion of all protesting students. a curfew for all students, whether protesting or not. a curfew for the students who broke windows. 5. Angry about being trapped on campus, students set fire to: Prentiss Hall. the Commons. Blanket Hill. the ROTC building. 35

36 ANSWER KEY for page 26 TEST (CONTINUED) 6. In order to control the growing problem, Governor Rhodes approved sending in the: National Guard. Bureau of Investigation. Scranton Commission. S.W.A.T. team. 7. On Monday, students were told that they had no right to: go to class. leave the town of Kent. organize an assembly. leave their dorms. 8. When National Guard officers pursued students to a fence bordering a practice field: the students threw rocks at the troops and forced them to retreat. the guardsmen trapped the students against the fence and opened fire. tear gas was dropped on the students from helicopters. none of the above. 9. National Guard officers fired into a crowd of protesters after students: tried to peacefully end the disturbance. threw rocks and shouted Kill the pigs. fired their own weapons at the officers. charged at the officers with knives and stolen bayonets. 10. The Scranton Commission later stated that: the shootings were unnecessary and inexcusable. the guardsmen were justified in firing at the students. the students had no right to assemble. the shootings were unavoidable and understandable. 36