Kent State University Shootings Teacher Resources

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Learners compare and contrast the Boston Massacre to the Kent State shootings. In this compare and contrast lesson plan, students review what happened in each case and compare them using a Venn Diagram.
Students examine the impact of the Kent State shootings. In this 1960's American history instructional activity, students access interviews, images, and articles regarding the shooting and its causes. Students discuss how the shootings revealed a deep division within the United States.
Tenth graders create a video tribute to students who lost their lives on May 4, 1970 at Kent State. The video must include photos with original narration in poem or song.
May 4, 1970. The Kent State shootings, also known as the May 4 Massacre, rocked the nation. Ohio National Guardsmen, called to the Kent State campus by Governor James Rhodes, fired on unarmed college students, killing four and wounding nine others. Rather than examining whether or not the National Guard should have fired on the crowd, class members consider whether the guard should have been called to the city of Kent at all. After conducting an in-depth analysis of a series of primary and secondary source documents, groups assume the identity of a student or Mayor LeRoy Satrom and provide reasons for why the Guard should or should not be called in. The class then watches the documentary, The Kent State Shootings: Dealing With Dissent and reflect on whether or not they regret the decision they made and why.
Young scholars investigate events surrounding the shootings of Vietnam War protesters on the campuses of Jackson State and Kent State. Students research the background and events leading up to the shootings of the protesters. Following a discussion, young scholars create Powerpoint presentations of their reports.
In this United States history and government standardized test practice worksheet, students respond to 50 multiple choice, 1 essay, and 14 short answer questions that require them to review their knowledge of history and government in the United States.
Students discuss the different guitar techniques of David Crosby, Stephen Stills, and Neil Young. They experience the guitar technique of "alternate tuning". They also discuss CSNY's 'Ohio' and Kent State.
Students examine the arguments for and against the United States involvement in the Vietnam War. In groups, they must assign the Vietnam War a just or unjust war using the techniques used to fight and the reasons used by the government to declare war. They present their ideas to the class making sure to support their arguments. To end the instructional activity, they develop viable alternates to war.
"It was my view then, and still is, that you don't make war without knowing why." Remembering Vietnam is a powerful resource. The essential questions, the activities, the readings, the materials examined all seek to provide learners with the information Tim O'Brien refers to in The Things they Carried. The objective stance permits individuals to formulate their own opinions about the Vietnam War and the Vietnam Memorial. A must-have for an English Language Arts or Social Studies curriculum library.
Students analyze and perform an American social protest song. They describe its historical setting, consider the effectiveness of the music and recognize that popular music is a reflection of American culture.
The Massacre of Tlatelolco is the focus of a discussion-based lesson. Civil-minded learners consider the nature of student movements that have ended in violence based on over-reaction and government oppression. They discuss the social consequences of the massacre and the more current protests. 
Students analyze selected pieces of art and infer how they reflect a sense of disillusionment, and/or cynicism in American society in the aftermath of the Vietnam War and Watergate scandal. Then they identify and place cultural attitudes of recent generations of Americans within a historical context. Finally, students identify how art and/or literature and films mirrors a distrust, uneasiness, or cynicism from some Americans about how they view their government and its role.
Students conduct a number of simple experiments, collect and categorize the results as either chemical or physical change. The lesson uses connections to folklore, science fiction and comic books to assist each student as they make observations and conduct their labs.
Students read newspaper articles and watch segments on the anniversary of the Oklahoma City bombing. In groups, they discuss how each media outlet presented the material and decide which one was more productive. As a class, they discuss ways to commemorate an event in their own community of interest to them.
Students examine news stories and images that have incited violence in the past to put into historical context recent news coverage that has incited anti-American violence abroad.
Students examine power of visual imagery and history of photo manipulation, why it is an important topic, and exercise their critical thinking skills in discerning what are ethical and unethical uses of photo manipulation.
Students study the Boston Massacre and its subsequent trial, consider the positive and negative arguments from both sides, and produce a simulation of the trial.
Students research the "Third Liberty Loan" pamphlet. In this discussion instructional activity, students read the pamphlet and discuss their opinions. Students answer questions and discuss main points of the document.
Students examine school violence. In this school violence instructional activity, students listen to a teacher-led lecture regarding statistics and studies about school violence. Students discuss bullying and school violence.
Students examine reasons why many Americans opposed the Vietnam War. For this world history lesson, students view a Powerpoint of anti-war images and a timeline of events that led to the war. Students examine speeches made by John Kerry and Martin Luther King Jr. and identify reasons for the anti-war movement.

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Kent State University Shootings