Letter from David Fanning

Educator's Primer

Resources

Classroom Activities

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Letter from David Fanning,

FRONTLINE Executive Producer

On April 19, 1993, the fifty-one day standoff between the Branch Davidians in Waco, Texas, and U.S. government law enforcement agencies ended in a tragic fire, leaving David Koresh and eighty of his followers dead. That final confrontation between the FBI and the Branch Davidians has sparked debate over the government's responsibility to oversee the actions of its agencies and to uphold the rights of its citizens. The clash between the Davidians and the federal government calls to mind James Madison's admonition in The Federalist Papers: "the great difficulty lies in this: you must first enable the government to control the governed; and in the next place oblige it to control itself. A dependence on the people is, no doubt, the primary control on the government."

For many Americans, the Waco cataclysm remains a piece of unfinished national business, despite a lengthy Justice Department review and congressional hearings this summer.

In its fourteenth season premiere, FRONTLINE seeks to answer the many remaining questions about the standoff in "WACO-The Inside Story," airing Tuesday, October 17, on PBS. The program combs the behind-the-scenes record of events, many of which bear critically on the authority of the government to control the actions of its law enforcement agencies.

This educator's guide represents FRONTLINE's first installment of three guides to be offered during the 1995-1996 school year. Like previous offerings, this guide can be used in conjunction with the FRONTLINE broadcast or as a stand-alone curriculum aide. And like most FRONTLINE programs, "WACO-The Inside Story" can be used for up to one year after its broadcast.

I hope you find the activities within these pages useful and enlightening to your students. Sincerely,
David Fanning
Executive Producer

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Educator's Primer

About the Program and this Educational Guide

"WACO--The Inside Story" explores the actions of federal law enforcement agencies-The Bureau of Alcohol, Tobacco, and Firearms (ATF) and the FBI-in dealing with a very complex and deadly situation. It also examines the responsibilities of the government to oversee the actions of those agencies when called upon to perform their duties.

All members of federal agencies, including those involved in the Waco incident, are sworn to uphold the Constitution's principles and protect citizens' rights. Citizens, in turn, agree to obey the laws the government establishes to protect their rights. Citizens have an obligation to monitor the government's actions to make sure it keeps its word. This principle was one of the challenges the founders of our government faced when writing the Constitution.

The principle of limited government runs deep in our history from the Magna Carta through the Declaration of Independence to the Constitution, particularly the Bill of Rights. Government, as well as citizens, must obey the law. Incidents, such as the one at Waco, Texas, ask the question: Were the actions of the federal agents ones that would maintain control of the situation and themselves?

This FRONTLINE educational guide explores fundamental questions surrounding the relationship between the federal government and its citizens. It is intended to make students aware of the tensions that can grow between citizens and their government and the difficulty each has in maintaining a democracy like ours.

Waco Timeline of Events

• Feb. 28: ATF agents raid Branch Davidian compound searching for illegal weapons. Gun fight erupts killing 4 ATF agents and wounding 16 others. An undetermined number of Davidians are killed and injured. David Koresh is wounded. ATF agents withdraw to safety and prepare for siege. FBI calls in negotiators and Hostage Rescue Team.

• March 1: President Clinton advised of situation. FBI takes control, sets up command post with armored vehicles.

• March 2: Negotiations continue. Koresh promises to surrender after broadcast of his teachings. Christian Broadcast Network carries message.

• March 3: Koresh speaks with negotiators about his failure to surrender, says God told him to wait.

• March 5: FBI fears possible mass suicide after a note is found warning that once children are out, adults will die. Koresh denies contemplation of suicide; continues to preach and to threaten violence.

• March 6-11: Negotiators advise against using harassment and favor establishing trust with Davidians. Predict Davidians will fight to their deaths and believe mass suicide is a possibility.

• March 12, 14: Electricity to compound is cut off despite objections by some FBI negotiators. Davidians call pressure tactic a "huge set back." FBI illuminates compound with bright lights at night to increase pressure.

• March 17: Koresh refuses another face-to-face meeting with FBI. Negotiators fail to secure Koresh's surrender. Tactical unit decides to increase pressure.

• March 18-21: Several Davidians are allowed to leave, but Koresh says God wants him to wait. FBI plays loud music night of March 21. Koresh responds saying no others will come out.

• March 22-28: Signs of discord between FBI negotiators and tactical team intensify. FBI considers use of non-lethal tear gas to clear compound. More tactical pressure is applied. Koresh relays he has no intention to die and he awaits God's word.

• March 29-April 1: FBI agents meet with Koresh. Davidians promise to leave after Passover observance.

• April 2-10: Events at stand still. Suspicion of Koresh's sincerity grows among federal agents.

• April 12-17: Tear gas plan is proposed to Attorney General Janet Reno. High level meetings to discuss plan held among Clinton administration officials. Reno rejects plan, then agrees after assurances that children would not be harmed by tear gas.

• April 18: Armored vehicles clear away Koresh's car and other vehicles. Davidians hold children up in tower windows. Sign reading "Flames Await" is posted.

• April 19: 5:59am FBI negotiator phones Davidians to announce siege. FBI CEVs (armored vehicles) with attached boom begin inserting tear gas into the compound. Davidians open fire on CEVs. 7:30am CEVs breach several areas of the building. 9:30am No surrender. Tear gas blows in swift wind. 1O:OOam Reno phones President Clinton saying everything seems to be going well and leaves for conference. 11:30am Portion of roof collapses. Shortly after, right-rear wall collapses. 12:07pm Fires start at three or more locations. 12:12pm FBI negotiator calls Koresh to lead Davidians out safely. Nine Davidians flee compound and are arrested. 12:25pm| FBI hears "systemic gunfire" from compound, convincing FBI Davidians are killing themselves or each other. 12:41pm Fire-fighting efforts begin. Fire kills 80 Branch Davidians.

Resources

Office of Public Programs,
Education Branch
National Archives
Washington, DC 20408
(202) 501-6729
Produces kit for teachers with related U.S. Constitution documents, $40. Publishes on-line annotated version of the Constitution at
http://www.NARA.gov

National Institute for Citizen Education in the Law (NICEL)
711 G Street, SE
Washington, DC 20003
(202) 546-6644 x228
Creates curriculum materials for students about law in everyday life and provides referrals to state and local resources

The Constitution Project
2701 N.W. Vaughn St., Suite 475
Portland, OR 97210
(503) 224-6722
Creates curriculum materials, provides referrals, and coordinates summer teacher training institute

Origins of American Constitutionalism by Donald S. Lutz, L.S.U. Press, 1988, offering an historical perspective to the U.S. Constitution

Junior Statesmen Foundation
60 East Third Avenue, Suite 320
San Mateo, CA 94401
(415) 347-1600
Assists high school students in forming clubs to discuss current issues. Sponsors regional student conventions

Classroom Activities

Introduction "WACO-The Inside Story" is a one-hour television program which can be used as a compelling tool to facilitate student discussion about the relationship between citizens and their government. You can tape the program and use it for one year. You can show the program in its entirety, but it is recommended that it be shown in segments in the first activity to allow students time to process and to analyze the information.

Whether you use these activities or others, keep in mind some basic guidelines when discussing controversial issues:

• Everyone will get an opportunity to talk. Only one person will talk at a time.
• Students do not have to agree, but they must listen and use respectful language in their discussion with one another.
• Students should be reminded that one of their objectives is to understand the many perspectives on this issue. This requires active listening skills.

Activity 1: What Went Wrong at Waco?

Learning Goal
Through viewing, students will be able to identify where and how the government, while enforcing the law, both violated and protected citizens' rights.

Preparation
Provide each student with a copy of the Constitution and the amendments and ask them to identify which areas were affected by the incident at Waco. (You may want to prompt them to examine which aspects of the 1st, 2nd, 4th, and 5th amendments were relevant.) Facilitate a pre-viewing discussion so that students become fully aware of the relevant issues and are prepared to "actively" view the program.

Instructions


1. Divide the class in half. While watching the video, have one half write down incidents where they see examples of the government protecting citizens' rights while enforcing the law and the other half write down incidents of the government violating citizens' rights while enforcing the law.
   
2. Show the video in segments pausing periodically for students to write their notes.
   
3. Divide each half of the class into small groups of 3-5 students. Have group members share their notes. Ask each group to present a brief summary of their findings.
   

Activity II: Take a Stand

Learning Goal
Students will be able to establish and defend a position on the issue of whether the government acted responsibly in respecting people's rights and enforcing the law.

Instructions


1. Write the following statement on the board: "The government acted responsibly in this incident, fulfilling its role as protector of individual rights and enforcer of the law." On the floor, make a line with masking tape the length of the room. Label one end "strongly agree" and the other end "strongly disagree."
   
2. Ask students to privately write down their own opinion and reasons on a piece of paper, then position themselves along the line indicating how strongly they feel.
   
3. Ask students to voice their opinion and reasons to the rest of the class. Students are free to change their position on the line at any time but must share the reason for their change.
   
4. After all students have spoken, divide students into "agree" and "disagree" groups of 3-5 students and give them 10-15 minutes to list their three strongest reasons. A spokesperson for each group will present these reasons to the class. You can include rebuttal time if you wish.
   
5. Facilitate a discussion about how listening to others' views helps to form or to change their opinions. What influenced them the most? Why is it important to consider others' views? How important is it to stay open minded when listening to others?
   

Follow-up Activities

Organize a press conference of three different groups of 2-3 students: representatives from the FBI; representatives for Janet Reno at the Department of Justice; and representatives of surviving Branch Davidians. While these students research the incident in news periodicals and other sources suggested in this guide, brainstorm with the rest of the class questions for each group. Meet with each of the "representative" groups before the press conference to ensure that each group is adequately prepared for questions they might be asked. Have all students come together for a press conference.

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Funding for this educational guide is provided by PBS and PBS Video. It was created by educational consultant Simone Bloom Nathan, Ed.M., writer Greg Timmons of the Constitution Project, Jim Bracciale, and Eileen Warren with input from the Outreach Advisory Board: high school social studies teachers Lawrence Verria and Barbara Wood, KLVX Director of Distance Learning Lee Solanche, and New England School of Law Professor George Dargo. The designer is Dennis O'Reilly. Photography by: front cover-Julie Nestingen, top, left; Peter Turnley/Blackstar, center; Stephanie Berger, Stephanie Berger and John Gaga/FPG International, Alan Levenson/LGI, David Joel, right, top to bottom. Back cover-Greg Smith/SABA. © 1995 WGBH Educational Foundation.

Teachers may photocopy this material for educational purposes. All other rights reserved.

(c) 1995 WGBH Educational Foundation

New Content Copyright © 1998 PBS and WGBH/FRONTLINE