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Teacher Resources
: Lesson Plans
: Eighteenth-Century and Twentieth-Century Forms of Resistance
Introduction
When unpopular laws are enacted or when unfavorable actions are
taken on the part of a group or a government, there is often open
resistance to the laws or actions. Resistance is demonstrated
in many different forms, including written objections, words to
songs, prints and political cartoons, mob violence, and even war.
All of these forms of resistance have been in existence since
before the time of the American colonies. In this lesson, students
will discuss the various types of resistance used in colonial
times and compare them with the forms of resistance that take
place in the twentieth century.
Objectives
As a result of this lesson, students will be able to:
- Recognize and define the term resistance and identify its various forms
of expression.
- Discuss the types of resistance that were used by North American colonists
in the 1760s and 1770s.
- Compare eighteenth- and twentieth-century forms of resistance.
Materials
Strategy
- Discuss the idea of resistance. What is resistance? What types of things
do people do to resist something? Why do people sometimes resist unpopular
laws, actions, and events? What types of resistance did they see in the prints
and the song? [Note: The types of resistance students may identify include
verbal protest, such as the debates in the Virginia House of Burgesses; written
protest, such as the Virginia Stamp Act Resolves; protest-style songs, such
as The Glorious Seventy Four; and mob or group actions.]
- Using the information from the Virginia Time Line, 1760–1776, discuss
the events that took place in the colonies from 1765 to 1775. Ask the students
to identify all the actions of resistance that took place during those years.
[Note: The types of resistance students may identify include formation of
the committees of correspondence, public protest meetings and demonstrations,
refusal to follow instructions or laws (such as refusing to quarter troops),
the Boston Tea Party, or even armed resistance at Lexington, Concord, and
Bunker Hill.]
- Ask students to provide examples of twentieth-century resistance. [Examples
may include, but are not limited to, Vietnam War protests, sit-ins, hunger
strikes, Martin Luther King demonstration marches, Ghandi, political cartoons,
or letters to the editor in newspapers and on television.] Ask students to
compare these twentieth-century forms of resistance with those practiced in
the eighteenth century. Are the forms of resistance the same in both centuries?
Is there a pattern to the way in which people protest what they feel is wrong?
[i.e., starting with nonviolent forms of protest first, with more violent
forms of protest being used when nonviolent forms of protest do not have the
intended effect.]
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Historic Triangle