Time: 1-2 class periods
Materials: An even number of computers so that small groups can work with AgentSheets simulations. Initially, the computers should have the Protest Project Simulation and web page ready to run. Later in the activity, students will need to access and run the Kent State Shootings Simulation and web page.
Objectives: Students will be able to:
Procedure:
1. Begin by dividing students into groups and asking them to gather around the computers. Their initial task is to run the Protest Project Simulation with the goal of determining what factors lead to more or less violent protest marches. Distribute Activity 4 Worksheet to each group to help them organize their thinking. At this point, students should ONLY address the first question on the worksheet. Allow approximately 15 minutes for groups to run the simulation, to learn about the roles of different Agents, and to manipulate the Agents such that they can complete the first question on the Activity 4 worksheet.
2. When groups have completed this step, share responses to Question #1 on the worksheet. Responses will vary, but protests generally turn violent when participants or those on the outside of the march engage in violent actions such as rock throwing, name calling, or other forms of harassment. Police are involved in most marches, at best, to provide protection for marchers to engage in their First Amendment right to freedom of assembly. However, when confronted with violence or a perceived threat to "law and order," the police often become violent in trying to control the protest marchers. When there are more violent participants, there tends to be more violence on the part of the police and the marches become violent confrontations; when there are no violent actions the march tends to proceed toward its ultimate destination without violent confrontation.
3. Now, provide the following information to the class in the form of a mini-lecture. Use this information or your own existing understanding of the Kent State demonstrations in May, 1970.
In May, 1970 there were huge anti-demonstrations across the United States and especially on college campuses in reaction to the announcement that the United States had invaded Cambodia in order to try and control North Vietnamese and NLF troops operating out of bases there.
The anti-war movement had been growing considerably over the previous several years as public opposition to U.S. involvement in the Vietnam War grew. College campuses were focal points for such demonstrations, although demonstrations were also held in a variety of other locations.
As protest marches and demonstrations grew in size and frequency, so too did the amount of violence engaged in by demonstrators, outside opponents to the protesters, and the police. On many occasions, the National Guard had to be called in to help quell violent demonstrations and restore order.
As many students will know, the demonstrations at Kent State University in Ohio following the announcement of U.S. raids into Cambodia resulted in the deaths of four students when National Guard troops opened fire on them.
The remainder of this activity explores the events at Kent State in May, 1970.
4. Students, working in their same groups, should now work on this task: Knowing what you just learned about the dynamics of protest marches in general and this little bit about what was happening in May, 1970, create a blueprint for a "Kent State" AgentSheets simulation. The steps in question #2 on the worksheet will help guide this process. Be sure that students understand that this is a very difficult task and that they are expected to "just" develop the outlines of how a simulation might run. Remind them that such a simulation should allow for a variety of outcomes, both peaceful AND violent.
5. When groups have completed their thinking, share ideas as a whole class. Troubleshoot the potential problem areas of the proposed simulations. Spend no more than about 10 minutes on this large group discussion.
6. Direct students to open up the Kent State simulation and web page at their computer stations. Allow time for students to read the descriptions of the Agents and to run the simulation. Once they have run it several times, ask students to alter the Agents to make the demonstrations more and less violent. What must be done to accomplish this? Make sure that students also have a chance to review the information on the web page.
7. Conduct a class discussion after groups have finished working with the Kent State simulation. These questions will help facilitate the discussion:
8. Conclude the activity by asking students to write a brief position paper for the Kent State administration that gives a brief overview of the events in May, 1970 and specific recommendations for how the march might have been handled differently to produce a more peaceful outcome.
Activity 4 Worksheet
Student Names:
Date:
1. Run the Protest Project Simulation and complete the following questions:
A. What specific factors make the protest turn violent?
B. What is the role of the police in the protest march and how does it change over time as the march progresses?
C. What happens when you either increase or decrease the number of violent protesters or outside agitators? Be sure to describe what happens to the other protest marchers, the police, and the march itself.
D. What happens when you eliminate the violent protesters and outside agitators? Is such a situation realistic in the "real" world? Why or why not?
2. In order to plan a realistic Kent State AgentSheets simulation, complete these steps. Brainstorm ideas and write your responses in the spaces provided. You are doing the preliminary thinking that must be done prior to creating any AgentSheets simulation. Plan to share your thinking with the rest of the class.
A. What basic Agents will you need? (Hint: you obviously need protesters, but what kinds? What about the National Guard?)
B. Describe how the various Agents might move in relation to one another. Where might the protesters be and where might the National Guard be in relation to them?
C. How will the simulation "run?" In other words, how will the Agents move in relation to one another and what events or "triggers" will prompt actions by the protesters and National Guard?