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Learning Activity: Examine forms of protest

SPECIAL REPORT

(CNN Student News) -- High unemployment and discrimination against the nation's immigrant youth are cited as possible reasons for the continuing riots in France. Use this activity to help students examine historical and contemporary examples of violent and non-violent protests and evaluate the effectiveness of methods to bring about change.

Procedure

Use the following questions to guide a discussion about the riots that have been taking place in France since October 27, 2005:

  • What possible explanations have been offered for why young people are rioting in France?
  • How has the government of France responded to the riots thus far?
  • Why do you think that the rioters are using this form of protest rather than other forms of expression or political participation?
  • Do you think that the riots in France are an effective way for the young people there to voice their anger? State your rationale.
  • Then, as a class, list the variety of methods that people might use to demonstrate their anger or discontent. Answers might include boycotts, civil disobedience, flag burning, picketing, marching, expressions of protest music or art, sit-ins, strikes, contacting public officials, writing letters, attending meetings, riots or other forms of protest. Discuss which of these methods, if any, might be effective in influencing public policy or bringing about a change in the status quo.

    Organize students into small groups, and assign one method from the list to each group. Assist groups in researching historical or contemporary examples of their assigned methods. For each example, have students note the following:

  • Method of protest
  • Date and location of protest
  • Description of the participants
  • Reason for protest
  • Short- and long-term outcome(s) of protest
  • Popular or government reaction to protest
  • Effectiveness of protest in bringing about change
  • After groups have presented their findings, discuss which forms of expression, if any, that students feel are most effective at accomplishing the goals of protesters.

    Curriculum Connections

    McREL: Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education (Copyright 2000 McREL) is published online by Mid-continent Research for Education and Learning (McREL) (http://www.mcrel.org/standards-benchmarks), 2550 S. Parker Road, Suite 500, Aurora, CO 80014.

    Civics

    Standard 28. Understands how participation in civic and political life can help citizens attain individual and public goals Level IV [Grade 9-12]

    Benchmark 3. Knows the many ways citizens can participate in the political process at local, state, and national levels, and understands the usefulness of other forms of political participation in influencing public policy (e.g., attending political and governmental meetings, demonstrating, contacting public officials, writing letters, boycotting, community organizing, petitioning, picketing)

    Benchmark 4. Knows historical and contemporary examples of citizen movements seeking to expand liberty, to insure the equal rights of all citizens, and/or to realize other values fundamental to American constitutional democracy (e.g., the suffrage and civil rights movements)

    Keywords

    Paris, rioting, immigrants, nationality, unemployment

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