Full STEAM Ahead Lesson Plan -2023 -Pentagon Papers-Katharine Carnes & Shannon Griffin (2) (1)

Full STEAM Ahead:

Connecting Library of Congress Primary Sources and Graphic Novels

Lesson Plan Template

Author(s): Katharine Carnes & Shannon Grifﬁn

Grade Level(s): 10th

Subject: American Government

Length of Class: 3- 90 Minute Classes

Image Citation: Wells, Jim. “After the Supreme Court decision on June 30, 1971, The Times immediately

resumed publication of the Pentagon Papers stories” The New York Times. June 30

1971,

https://www.nytimes.com/2021/06/09/us/supreme-court-pentagon-papers-prior-restraint.html. Accessed

October 27, 2023.

Lesson Title:

The role of the 1st Amendment in defending the release of the Pentagon

Papers.

Overview:

The Pentagon Papers were a large collection of government documents

regarding the Vietnam War that were created under orders of Defense

Secretary Robert McNamara. This collection of documents revealed top

secret information and upon its release and subsequent leak by civilian

advisor Daniel Ellsburg to the New York Times, the U.S government

responded with legal repercussions in an attempt to prevent the New

York Times from publishing the documents. The case reached its

pinnacle when it was reviewed by the Supreme Court and upheld in a

6-3 decision that reafﬁrmed the constitutional protections of free speech

and free press.

In this lesson, students will examine the contents of the Pentagon

Papers and analyze its release in relation to the 1

Amendment

protections in the U.S Constitution. Furthermore, supplemental

materials such as Ian Rosenbergs’s graphic novel titled “Free Speech

Handbook” will be used in conjunction with documents from the Library

of Congress, and credible educational websites

Learning Objective:

Students will identify the 1st amendment clause in conﬂict with the

release of the Pentagon Papers & explain the role of the Supreme Court

in interpreting the Constitution

Standards:

USG.4. IN Distinguish between various economic, personal, and political

rights of citizens in the U.S., and how these rights can sometimes

conﬂict with each other.

This indicator was developed to encourage inquiry into the rights the

Constitution protects and the responsibilities citizens have through active

participation to ensure those rights for themselves and future

generations. This indicator also promotes inquiry into how the

Constitution of the United States, Bill of Rights, and additional

amendments emphasize liberty and individual rights and how these

rights often conﬂict with each other.

Essential Question:

Did the U.S Government’s attempt to prevent the release of the

Pentagon Papers violate the 1st Amendment?

Supporting Question(s):

1. Did the 1st amendment protection of Freedom of the Press not

apply to documents classiﬁed as “Top Secret”?

2. Did President Nixon’s attempt to require government ofﬁcials to

implement a “Prior Restraint” against the New York Times and

other papers, fall under his scope of power as granted by the

Constitution?

3. Why is it necessary that courts uphold both Freedom of Speech

and Freedom of the Press in a nation that proclaims its

democratic status?

Digital Primary and

Secondary Sources:

Station 1:

1. 1st Amendment- United States Constitution

2. Pentagon Papers- National Archive

https://www.archives.gov/research/pentagon-papers

3. Pentagon Papers Video- History Channel

https://www.history.com/topics/vietnam-war/pentagon-papers

4. The Miller Center: University of Virginia- “Nixon & The

Pentagon Papers”

https://millercenter.org/the-presidency/educational-resources/ﬁr

st-domino-nixon-and-the-pentagon-papers

Station 2:

5. New York Times Company v. United States—Court Case-

https://www.oyez.org/cases/1970/1873

Station 3:

6. New York Times Article: "U.S. CITES 'HARM' OF PENTAGON PAPERS"

https://www.loc.gov/item/powmia/pwmaster_122033/.

7. New York Times- “1971- Supreme Court Allows publication of

Pentagon Papers”-

https://www.nytimes.com/2016/06/30/insider/1971-supreme-c

ourt-allows-publication-of-pentagon-papers.html

8. Library of Congress- Photograph Supreme Court Announcement

in Pentagon Papers Case-

https://www.loc.gov/item/2017646341/

9. Library of Congress- “Crime, Corruption, and Cover-Ups”

https://www.loc.gov/exhibitions/drawing-justice-courtroom-illus

trations/about-this-exhibition/crime-corruption-and-cover-ups/all

-objects

Station 4:

10.“Free Speech Handbook”- Ian Rosenberg art by Mike Cavallaro

Required Classroom

Materials:

Teacher Materials: Promethean or SMARTBoard, projector, and laptop

and a copy of “Free Speech Handbook”

Student Materials: Laptops, paper, pencil, and copy of “Free Speech

Handbook”, copy of Amendments for each station.

Classroom Environment:

The room is set up with the Interactive Board in the front of the

classroom. The desk/tables are set up into four groups. This will allow

for the groups to move from station to station during the lesson.

Differentiation and

Adaptations:

Collaborative Learning - The teacher will form mixed-ability groups of

students to give high achievers a platform to vocalize their ideas, and

lower ability students a way of collaborating with and learning from

their peers.

Digital Resources - By using interactive tools and digital applications,

mixed-ability classes get the opportunity to approach a topic or subject

from different angles. This method of differentiation allows different

materials, platforms and tools to be used to bring about the same

learning outcome and give pupils conﬁdence in their digital skills.

Lesson Sequence/Procedures

Estimated

Time Needed: 3- 90

Minute Periods

Detailed Description of Teaching and Learning:

1. Students will be placed in groups of four

2. Stations will be placed around the classroom and students will

rotate stations for 25 minutes at each station.

3. All materials needed to complete each station will be

pre-distributed.

Station 1:

1. Examine the 1st Amendment and discuss what is covered

under Free Speech and Free Press.

2. Watch the video that explains the “Pentagon Papers”

3. Answer the following questions:

1. What were the Pentagon Papers?

2. Who was Daniel Ellsburg?

3. Why did he release these documents to the press?

4. Review selected portions of the “Pentagon Papers”

1. Identify the overall purpose of its creation

2. Create 2-3 questions about the documents and have

the groups trade questions to answer.

5. Read the UVA Miller Center article on the role of President

Nixon in attempting to prevent the release of the Pentagon Papers.

1. Short class discussion regarding Nixon’s role and

examine why he wanted to stop the leak.

Station 2:

1. Review the Supreme Court case– New York Times Company v.

United States

2. Answer the following questions

a. What was the main constitutional issue of the case?

b. Who was involved in the case and what did they each want

as a result of the case?

c. Why is the case important?

d. Are there any other cases that may contradict the ruling of

this case?

Station 3:

1. Review both New York Times articles and compare them.

a. "U.S. CITES 'HARM' OF PENTAGON PAPERS"

b. “1971- Supreme Court Allows publication of Pentagon Papers”

2. Answer the following questions

a. What was the public’s perception of the Pentagon Papers

when they were ﬁrst released?

b. How did this change after the conclusion of the Supreme

Court Case?

c. Did the government attitude toward the papers ever shift?

Station 4:

1. Read “Free Speech Handbook” focusing on Chapter 5 titled-

Stormy Daniels, Prior Restraints, and the Pentagon Papers.

2. Discuss the images from the graphic novel and have students

connect ideas from the novel to the Supreme Court Case and the 1st

Amendment.

Assessments:

Informal assessment:

Have each student identify one key concept or idea from the graphic novel

“Free Speech Handbook”; Once identiﬁed students should answer

teacher guided questions below.

1. What is the overarching theme of Chapter 5?

2. What does the author convey to the reader about 1st Amendment

protections?

3. How does the author compare and contrast contemporary v.

modern free speech/press issues?

Have students devise 4-5 questions of their own about the novel or case

and have the students exchange the questions once completed. The

student will then answer the questions with other students in their group.

Formal assessment: A 20 question multiple choice quiz on the 1st

Amendment and the case New York Times Company v. United States

Learning Extensions:

Examine the ﬁrst modern free speech Supreme Court Cases–

Abrams v. United States

Tinker v. Des Moines

Texas v. Johnson

Compare these cases to modern attacks on free speech as brought up in

the “Free Speech Handbook”. Ask students to review and compare these

instances and have a discussion on similarities and differences in the

rulings along with public attitude and support.

Ex. Colin Kaepernick- Kneeling during the National Anthem

Stormy Daniels- Silenced on 60 minutes interview