People in communities big and small came together nationwide with signs, marching bands, a huge banner with the US constitution’s preamble that people could sign, and inflatable costumes, particularly frogs, which have emerged as a sign of resistance beginning in Portland, Oregon.
In October 2025, millions of people across the United States took to the streets in what became known as the “No Kings” protests — one of the largest coordinated demonstrations in recent American history. The protesters rallied under a unifying slogan aimed at defending democratic institutions and rejecting what they perceived as authoritarian tendencies in Donald Trump’s political movement. The wave of peaceful marches, speeches, and vigils spread across all 50 states, symbolizing both civic resistance and deep democratic concern.
This lesson plan invites students to analyze the “No Kings” movement through the lenses of democracy, civil society, populism, and media representation. It encourages critical thinking, comparative analysis with UK and European protest culture, and reflection on how citizens express dissent in democratic societies.
Learning Objectives
By the end of this lesson, students should be able to:
- Describe the key facts and motivations behind the “No Kings” protests.
- Explain the relationship between protest movements and democratic governance.
- Analyze how populist and authoritarian tendencies affect democracy.
- Compare the “No Kings” protests to similar movements in the UK or Europe.
- Critically evaluate sources and media coverage related to protest movements.
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Initial Impressions:
- When the video opens, what is your first reaction to the size and diversity of the crowds shown?
- What emotions or messages do the visual images (chants, banners, marchers) convey before any commentary?
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Motivation & Message:
- What reasons for participating in the protest are apparent from the footage? What slogans, signs, or chants stand out?
- How do the protesters express their concerns about the administration of Donald Trump? What visual or verbal cues support that?
Media & Framing:
How does the video present the protest (angle, camera work, interviews, crowd shots)? What effect does this have on how you interpret the event?
In what ways might this video emphasise certain narratives (e.g., large-scale mobilisation, unity, anger) and omit others (e.g., dissenting voices, internal disagreements)?
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Democracy & Civic Participation:
From what you see in the video, how does this form of protest illustrate citizens exercising democratic rights?
Do you see any potential risks or challenges for democracy in the footage (for example, crowd management, messaging ambiguity, media portrayal)?
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Comparative Reflection:
If you imagine a similar protest in the UK or Europe, what similarities or differences in atmosphere, size, media coverage or public discussion would you expect?
How might cultural, legal or political differences shape the way such a protest unfolds in the UK compared to the U.S.?
Essay Question 1: Democracy, Protest, and Political Legitimacy
Prompt:
In October 2025, millions of Americans participated in the “No Kings” protests to express their opposition to Donald Trump’s leadership and defend democratic principles.To what extent do large-scale protests strengthen democracy — and to what extent might they reveal weaknesses within it?
In your answer, discuss the democratic function of protest, the risks of polarization or populism, and how public demonstrations can influence government accountability. Refer to examples from the “No Kings” protests and at least one other democratic society.
Essay Question 2: Media Framing and the Power of Public Narrative
Prompt:
Media coverage plays a decisive role in shaping public perception of mass movements.How did the media framing of the “No Kings” protests — in traditional outlets and on social media — influence the public understanding of democracy, protest, and political power in the United States?
Compare this with how similar protests have been portrayed in the UK or Europe.
