Date: Lesson Plan 1
Subject: APUSH
Grade level: 10-11
Time started: ___________________
Time ended: __________________
Topic: Overview of the 1960s
Essential Questions: How did the culture of the 1960s define America at the time?
How can a government cause unrest with its people?
Objectives:
- Create a graphic organizer that organizes the 1960s into main categories, covering the political, economical,
and cultural aspects of the 1960s. (Bloom‟s 6)
- Interpret a primary document‟s relevance to the 1960s. (Bloom‟s 3)
Introductory Approach (Classroom management and opening set):
- The teacher will start class by having the students share what they believe makes up the 1960s. The teacher
will record these answers on the board, and play a video clip from the History Channel that is a great summary
of the 1960s entitled “JFK: A New Generation”. While watching, the teacher will ask them to write down 3 key
points from the video.
Lesson Development/Activities:
- The teacher will hand out the Worksheet entitled Mind Mapping the 1960s. The students will be encouraged
to use their textbooks to complete the worksheet: Chapter 38 in the Pageant book and Chapter 28 in the
Amsco book.
- Once students have completed the worksheet, the teacher will tell them to choose one of the topics that they
wrote down and find a primary document in the form of a picture that represents this topic for homework.
- Questions regarding the primary document are on the back of their mind mapping worksheet.
Summary/Closure:
- Make sure the students understand the homework.
- Go back to the list made at the beginning of class. Ask how the students feel about the importance of some of
the topics: Are some more important/prevalent than others?
- Tomorrow: talk about when it all started with JFK.
Description of meeting the needs of multiple learning styles:
- Visual/spatial: mind map, video
- Intrapersonal: looking up information to complete worksheet
- Interpersonal: working together to come up with a collective/brainstormed list
Modifications for students with special needs:
- ELL students may work together on mindmap
Formative Assessment:
- 3 main points from video clip written down
- Completion of the front side of the worksheet
- Teacher observation – during classtime/discussion
- Students‟ participation in what makes up the 1960‟s, which will be on the whiteboard
- Picture: Did the picture fulfill the requirements? (in the form of homework on back of mindmap)
Name: ______________________________
Period: __________
Directions: Go through Chapter 38 (Pageant) and 28 (Amsco), and categorize the major events
of the 1960’s into the categories listed below.
POLITICAL
ECONOMIC
CULTURAL
Snapshot! of the 1960s
Find a picture that you feel encompasses one of the topics listed on the previous page.
This can be a broad topic, such as ‘political,’ or a more detailed topic that you chose to
write down within the boxes.
When you find your picture, please print it out and attach it if you used the internet. If
you used the book, write the page number in the book where you found it.
Now, answer the following questions:
1. Who is in the picture? Describe facial expressions of people if applicable.
2. Why was this photograph taken?
3. What is the point of view of the photographer/painter?
4. What would the people in the picture say if they could talk? Write a caption for a
person in the picture.
5. Just by looking at this picture, what questions do you have? These can be either for
the people in the picture, or about the picture in general. How might you find answers
to your questions?
Date: Lesson Plan 2
Subject: APUSH
Grade level: 10-11
Time started: ______________________
Time ended: _______________
Topic: JFK/New Frontier
Essential Questions: How did the culture of the 1960s define America at the time?
How can a government cause unrest with its people?
Objectives:
- Recall factors leading up to the New Frontier, realize the importance of the ideals and the effect it had on
Americans at the time. (Bloom‟s 1)
- Compare and contrast primary documents (yesterday‟s homework). (Bloom‟s 4)
Introductory Approach (Classroom management and opening set):
- Have the students get their homework out from the previous night, and get with a partner who did a different
topic than theirs to compare findings. Students will look at: any common elements of findings between the two
topics, whether or not these two topics fully represent the 1960s, and if there are any similarities in today‟s
society. The students will then report out their findings to the class.
- Explain that the hope is to get through most of these topics throughout the next couple weeks.
- Have students get out notebooks for notes over the New Frontier, and keep in mind the broad ideas learned
yesterday.
Lesson Development/Activities:
- The teacher will begin to present the content material of the 1960s, beginning with the New Frontier ideals as
presented by JFK. This will be done through a Powerpoint presentation.
- Students should be taking notes during this time.
Summary/Closure:
- Have students respond on an index card to this writing prompt: “What were some factors leading up to the
New Frontier ideals? Was this new way of thinking necessary? How do you think people reacted to this?” This
is considered their ticket out of class, so this must be completed before they leave the classroom.
Description of meeting the needs of multiple learning styles:
- Visual: going over the primary document pictures
- Linguistic: Powerpoint presentation
- Intrapersonal: personal reflection at the end of class
Modifications for students with special needs:
- Copy of slides given to ELL students with blanks to fill in notes
Formative Assessment:
- Students‟ homework
- Response on the index card at the end of class
- Teacher observation during the relay of material: looking at facial expressions
Writing prompt for the students as they leave class:
What were some factors leading up to the New Frontier ideals? Was this new way of thinking necessary? How
do you think people reacted to this?
Students will write this on an index card, and turn it in to the teacher as they leave.
Date: Lesson Plan 3
Subject: APUSH
Grade level: 10-11
Time started: ______________________
Time ended: _______________
Topic: Global Issues in the 1960’s
Essential Questions: How did the culture of the 1960s define America at the time?
How can a government cause unrest with its people?
Objectives:
- Locate information on the internet to research the 1960s on a global scale. (Bloom‟s 2)
- Create a notes sheet or Powerpoint presentation to give to the other students so they are just as informed on
the issues as they are. (Bloom‟s 6)
Introductory Approach (Classroom management and opening set):
DAY 1: The teacher needs to emphasize that along with issues at the homefront, there are also issues around
the world that may interact with the conflict in the United States. These issues can be separated into different
regions: European, Asian, and Cuban conflicts. The students will look at one of the regions, and look at the
conflicts‟ details. Yesterday was focused solely on the homefront, so today is about global issues.
DAY 2: The students will have 5-8 minutes to make sure they have their information together for their
presentations.
Lesson Development/Activities:
DAY 1:
- Students will be given the assignment sheet entitled Global Issues in the 1960s.The students will be grouped
into 3 large groups of 7-8 students assigned by the teacher, and will be assigned a region as listed on the
worksheet.
- On the sheet, there are categories („The regions‟) and subcategories (topics within the regions). Students will
divide themselves within the large groups to look at the different subcategories.
- The rest of the class period will be devoted to research, and the development of a notes sheet that can be
reproduced/copied for the other students. Instructions are found in the packet.
DAY 2:
- The groups will present their notes sheets, and the other students will listen by taking down notes in their
packets given by the teacher. The students should allow ample time for the students to take down the notes.
Summary/Closure:
DAY 1: The teacher will have each group of students report out how they are feeling about the issues, any
problems they have encountered, etc.
DAY 2: The teacher will make sure the students feel like they have a good grasp on the material by asking if
they need any further clarification on any of the notes. If this occurs, the group who presented will answer
questions, and if necessary, the teacher will answer as well.
Description of meeting the needs of multiple learning styles:
- Interpersonal: group work
- Linguistic: computer usage
- Visual/spatial: looking at pictures, sifting through text for importance
Modifications for students with special needs:
- Time after class for questions from ELL students
Formative Assessment:
- In class work: the Powerpoint presentation/notes sheet made
- Teacher observation: making sure the students understand the material they presented, and the materials
presented by their class members.
- Time on task: their time spent during class will also be factored in while calculating grade
- Students report out information to the class upon finishing their PWP presentation
NAME: ______________________________________________________ PERIOD: ___________
Global Issues in the 1960s
Region: European countries
Major events:
People involved:
Implications of these events:
Involvement of America:
NAME: ______________________________________________________ PERIOD: ___________
Global Issues in the 1960s
Region: Cuba
Major events:
People involved:
Implications of these events:
Involvement of America:
NAME: ______________________________________________________ PERIOD: ___________
Global Issues in the 1960s
Region: Asian countries
Major events:
People involved:
Implications of these events:
Involvement of America:
Name: _________________________________________
Period: ____________
You and your fellow classmates are going to be making the notes for a change, giving me a break!
In this packet, you will find 3 sheets, dividing the regions of Europe, Cuba, and Asia into
different categories that you need to touch on as a group. I have provided space for you to
complete the categories listed.
Once the worksheet is complete for your assigned region (yes, you only have to do 1), then you
should compile some sort of a presentation so that the other students can fill in information on
the subsequent sheets about your region. Be creative with this…You can use the computer to
type up a notes sheet, create a PowerPoint presentation, do a skit, or any other way to convey
the material to the students. Be as creative as you would like! Have fun with this!
Tomorrow, we will present these to the class, but if it seems that everyone is finishing up and
the noise level is higher than it should be, we will start today. Please keep in mind that your time
spent working on this will be monitored and factored into your grade, so stay on task please!
Grading Criteria:
Time on task:
______ / 5
Worksheet:
______ / 5
Presentation:
______ / 10
TOTAL: ______ / 20
Extra comments:
Date: Lesson Plan 4
Subject: APUSH
Grade level: 10-11
Time started: ______________________
Time ended: _______________
Topic: Civil Rights in the 1960s
Essential Questions: How did the culture of the 1960s define America at the time?
How can a government cause unrest with its people?
Objectives:
- Interpret a primary document. (Bloom‟s 3)
- Compare/contrast the civil rights movement to movements today (within powerpoint presentation). (Bloom‟s
4)
Introductory Approach (Classroom management and opening set):
DAY 1
- The teacher will begin with a Youtube video clip entitled “THE CIVIL RIGHTS ERA FROM BBC MOTION
GALLERY.”
- The teacher will reinforce that the next two days will be devoted to looking at the fight for civil rights in the
1960s.
DAY 2
- The teacher will begin with a song by Aretha Franklin from the Civil Rights movement.
Lesson Development/Activities:
DAY 1
- The teacher will pass out the primary document entitled James Baldwin: My Dungeon Shook. The teacher will
encourage the students to demonstrate active reading.
- After the students read through the document, the teacher will bring the students back as a large group to
discuss the message of the document, and how the document represents the Civil Rights movement.
- The teacher will present content on the Civil Rights movement on the Powerpoint notes over the Civil Rights
movement.
DAY 2
- The teacher will continue the Powerpoint notes until finished, while doing the activities within the Powerpoint - Students will be referencing the „Documents‟ portion of the AP prep book – pages 427-431 and documents
within Amsco – Chapter 28 when noted in the slides.
Summary/Closure:
DAY 1: With this primary document, there is so much to learn about the mentality/mindset of the people. This is
just one viewpoint, and with the information from the powerpoint presentation, students should realize there
were several viewpoints of the movement.
DAY 2: Pose the question: „Is the fight for Civil Rights over?‟ Ask what other fights for rights are going on
today. Based on the solutions reached about 50 years ago, can any of these be applied to today‟s fight for
rights? The students may respond aloud or may be asked to write down their responses.
Description of meeting the needs of multiple learning styles:
- Musical: playing music of the time
- Intrapersonal: reflecting on the primary document, thinking about current fight for rights
- Visual: video clips, primary documents, pictures, Powerpoint presentation
- Linguistic: lecture time
- Interpersonal: various classroom discussion
Modifications for students with special needs:
- Small summary of primary document given to the ELL students
- Copy of slides given to ELL students
Formative Assessment:
- Teacher observation: during classroom discussions, while actively reading the document/working on activity
- Students highlighting passages in documents/ take notes
- Question posed at end of class: make sure students are responding, and if they don‟t, they may write it down
Date: Lesson Plan 5
Subject: APUSH
Grade level: 10-11
Time started: ______________________
Time ended: _______________
Topic: Continuing with Movements of the 1960s
Essential Questions: How did the culture of the 1960s define America at the time?
How can a government cause unrest with its people?
Objective:
- Describe different aspects of the feminist movement, the student movement, and the „beat‟ movement based
on the primary documents. (Bloom‟s 2)
- Create a poster that expresses a clear viewpoint from a movement. (Bloom‟s 6)
Introductory Approach (Classroom management and opening set):
- The teacher needs to convey that the 1960s was a time for social movements, and this goes beyond race.
There were other minority groups, or groups of people with common interests, that felt they were being
oppressed.
Lesson Development/Activities:
- The teacher will allow the students to get into pairs of their choosing. Within these pairs, they will choose one
of three primary documents: Betty Friedan – The Feminine Mystique, Mario Savio – Berkeley Fall, and Allen
Gisberg – Howl. With these documents, they will create a poster that promotes the ideals illustrated within the
wording. The poster should show that they understood the elements of the document, and there will be a
worksheet entitled 1, 2, 3, 4…This is what we stand for! that will ask questions about their poster.
As this is occurring, the teacher will play a Bob Dylan CD, as he is a prevalent musician in the 1960s.
Summary/Closure:
- The teacher will ask for 4 noteworthy parts of their documents that they feel should be shared with the class.
- At least 1 pair from each movement will share something after they read their document.
- If the supplemental worksheet is not completed during class it is to be done as homework.
Description of meeting the needs of multiple learning styles:
- Visual-spatial: creation of poster, artwork
- Interpersonal: working in pairs
- Musical: listening to Bob Dylan
Modifications for students with special needs:
- ELL students may receive a summary of their document along with the document itself
Formative Assessment:
- Teacher observation: happens during student work time
- Worksheet: supplemental with poster
- Poster: displaying the understanding of the primary document and the overall movement
- Time on task: making sure students are on time, which will factor into grade on project
- Poster presentation: did the students seem to understand their readings?
Name: _____________________________
Period: _____________
1, 2, 3, 4. This is what we stand for!
After reading the primary document assigned to you, get together
as a group to create a poster that truly encompasses the message
of the document. You must include the following:
1. A catchy phrase that is original (you must make it up)
2. A good summary quote from the article (could be thesis or
some other profound statement)
3. Pictures (preferably hand-drawn)
4. Symbol that is a reflection on the time in which you are
studying
Please be creative, and have fun with this! This project is
meant for you to get in touch with your activist side, so enjoy
it.
Grading:
Colored: 5 points
Neatly done: 5 points
Above items clearly displayed on the poster: 20 points (5 per
item)
Time on task: 5 points
TOTAL: 35 points
Your grade: ______________ / 35 points
Date: Lesson Plan 6
Subject: APUSH
Grade level: 10-11
Time started: ______________________
Time ended: _______________
Topic: Debate
Essential Questions: How did the culture of the 1960s define America at the time?
How can a government cause unrest with its people?
Objectives:
- Recall both the positive and negative aspects of the 1960s. (Bloom‟s 1)
- Defend their viewpoint during the debate. (Bloom‟s 5)
Introductory Approach (Classroom management and opening set):
- Link the studied social revolutions to come up with some sort of commonality: How they were received by the
public, general aims (what they were trying to accomplish), and what means were used to accomplish their
goals (violence, peace, etc.).
- The students should write these down in their notebooks, and share as a class after a few minutes of
personal reflection.
Lesson Development/Activities:
- The teacher will encourage the usage of notes to construct an argument. The teacher may have
supplemental readings for topics that are not thoroughly covered. Students should take notes on their position.
- Students will have a debate over whether or not the 1960s was constructive or destructive. The teacher will
assign half of the groups to constructive, and the other half to destructive. The students must use their topic
assigned to them to support their viewpoint.
- The teacher will keep track using a chart of who talks during the debate/other notes.
Summary/Closure:
- The teacher will talk about at least 1 topic that might need clarification, and ask for general feedback.
- The teacher will pass out homework: Debate Diary.
- Is there a winner of the debate? What was decided?
Description of meeting the needs of multiple learning styles:
- Interpersonal: debate, group work
- Intrapersonal: Debate Diary (reflection)
- Linguistic: interpreting readings
Modifications for students with special needs:
- Let ELL students choose which side they would like to defend
Formative Assessment:
- Homework: Debate Diary
- Teacher Observation: During group work and debate (writing down details of debate)
NAME: ______________________________________________________
PERIOD: __________________
Dear Debate Diary,
1. I enjoyed today’s debate today because:
2. Today’s debate could have gone better because:
3. I can apply the knowledge I learned about the 1960s to today’s society by:
4. The viewpoint we defended was: _____________________________________
Here are some necessary details about our topic: (List at least 3 key points!)
Date: Lesson Plan 7
Subject: APUSH
Grade level: 10-11
Time started: ______________________
Time ended: _______________
Topic: Woodstock/Music from the 1960s
Essential Questions: How did the culture of the 1960s define America at the time?
How can a government cause unrest with its people?
Objectives:
- Describe Woodstock‟s relevance to the 1960s. (Bloom‟s 2)
- Design own version of Woodstock to take place in 2011. (Bloom‟s 6)
Introductory Approach (Classroom management and opening set):
- Explain that everything we have studied has, in a way, lead up to this incredible event. All of the social
movements, speeches, politics, etc. had created this major tension in the world that could only be relieved with
a gathering of people with similar interests.
Lesson Development/Activities:
- Show the students clips from the 1969 Woodstock found on Youtube. The students should pay attention to
two different things: the bands and how the crowd is reacting.
- Students should take notes on any personal reactions.
- Students must complete My Woodstock after watching the clips.
Summary/Closure:
- Discuss with the class what they noticed in the video clips.
- Ask the students to compare music from then and now: any similarities/differences?
- Ask for any students to share anything from the Woodstock they created.
Description of meeting the needs of multiple learning styles:
- Visual: film clips
- Intrapersonal: reflecting on songs of the time on an individual basis
- Auditory: music
Modifications for students with special needs:
Formative Assessment:
- Teacher observation during video clip
- Teacher will glance at notes
- Worksheet “My Woodstock”
Name: ________________________________
Period: ____________
It is 2011, and you have been given an amazing task: Creating
your own Woodstock.
Answer the following questions about how your music festival
would be, man…
1. Which artists or bands would you invite?
2. What kind of person would you want to attract?
3. Are there any rules that patrons would need to follow?
4. Where would it take place?
5. What are you trying to accomplish by hosting “2011
Woodstock?”
Date: Lesson Plan 8
Subject: APUSH
Grade level: 10-11
Time started: ______________________
Time ended: _______________
Topic: Review Day
Essential Questions: How did the culture of the 1960s define America at the time?
How can a government cause unrest with its people?
Objectives:
- Discuss content presented in class from the 1960s. (Bloom‟s 2)
- Design a working study guide for students‟ usage to study for the quest. (Bloom‟s 6)
Introductory Approach (Classroom management and opening set):
- The 1960s are coming to a close sadly. The teacher will ask for most favorite/least favorite parts of the 1960s,
and write these on the board.
-The students should look through their notes, and the teacher and students will construct a list of topics
covered in the last 2 weeks for the quest. This should be written on the board as well. (The “Content” section
should be referenced by the teacher.)
Lesson Development/Activities:
- Using this list, the teacher will group the students into groups of 4, and give them 1 to 2 topics. The students
will write down 3-5 important points about each topic.
- Students will present their topics/information, and the students will write down a few notes/make sure they
have the information in their notes.
- The teacher will explain the format of the test using the Quest Announcement.
Summary/Closure:
- The teacher will ask if anything needs to be clarified/any additional questions.
- The teacher will tell the students to be ready for the quest tomorrow!
Description of meeting the needs of multiple learning styles:
- Interpersonal: Group work, class participation
Modifications for students with special needs:
- “Content” sheet given to the ELL students.
Formative Assessment:
- Teacher observation: make sure the students convey the material correctly.
‘Quest’ Announcement
Under normal circumstances, I test you over a few different chapters. As you have hopefully
come to realize, the 1960s were far from normal, so I figured the testing process should be
altered as well. We will be having a ‘quest’ – not as lean as a quiz; not as beefy as a test.
FORMAT:
- You will have an essay question that you will be given on the day of the test. You may bring an
outline of talking points for the essay. Yes, I will be checking the outline, so don’t try to be a
tricky turkey. I am also aware that you will not know the exact details of the essay. This outline
should just be a general, broad overlook of the 1960s, including key events, people, and other
significant instances of the 1960s.
- Also, you will be given names, events, and important terms that you have to analyze. You will
have to do similar activities we have done in class with defining these terms, including analysis
and application to the 1960s. I am not looking for a textbook definition. I am looking for your
definition that encompasses other concepts into your answer. We will go over an example in
class.
This quest will be worth 50 points-30 toward the essay and 20 toward the primary documents.
While we discuss topics in class, check your notes to make sure you have accurate and complete
information.
Date: Lesson Plan 9
Subject: APUSH
Grade level: 10-11
Time started: ______________________
Time ended: _______________
Topic: Questing Day
Essential Questions: How did the culture of the 1960s define America at the time?
How can a government cause unrest with its people?
Objectives:
- Define key words, ideologies, people, and events from the 1960s on the quest. (Bloom‟s 1)
- Write an essay that encompasses all information learned from the last two weeks. (Bloom‟s 6)
Introductory Approach (Classroom management and opening set):
- The teacher will ask for any last minute questions the students may have.
- The teacher will wish the students luck on the test, and pass it out.
Lesson Development/Activities:
- The quest should take the entire class period.
- If some students finish early, they should read over their essay, checking for grammar/punctuation.
- They may turn in their quest and work on homework for another class or read.
Summary/Closure:
- Ask for feedback on the quest: issues/problems/went well or not?
- Hand out smarties as a reward for a good unit.
Description of meeting the needs of multiple learning styles:
- Intrapersonal: working on quest by themselves
- Linguistic: writing the essay and responses
Modifications for students with special needs:
- ELL students only have to do 3 terms and 1 essay.
Formative Assessment:
- Quest
- Teacher observation: during test
Name: ______________________________________________
Period: _______________
QUEST – 1960s
I. Essay (30 points)
On a separate sheet of notebook paper, please address one of the following questions:
What defines the culture of the 1960s?
Did the government and economy have a strong hand in molding the
environment 1960s? If not, who or what did?
There is no page requirement. However, you must make your essay long enough to develop and
complete a thought with supporting evidence. See the rubric below to see how you will be evaluated.
There is also no right or wrong answer as long as you support your stance with factual evidence.
II. Definitions (20 points total, 5 points per term)
Choose 4 of the following terms to define and state its significance to the 1960s. (This includes
who/what/when/where/why/how and how it fit into the 1960s.)
A. New Frontier
B. Black separatism
C. ‘Beat’ movement
D. Lyndon B. Johnson
E. Malcolm X
F. Presidential Election of 1968
G. ‘Space race’
H. Nikita Krushchev
Overview
As we dive into the 1960s, you will hopefully notice that this time was very interesting
and unique. In order to fully appreciate the events of the 1960s, you are going to pick 1
year (between 1960 and 1969) to study.
You will have to do research on the following topic areas:
- Culture: music, television, entertainment, and art
- People: famous figures, nature of racial relationships, and differing viewpoints
- Government: problems that existed in the country politically and economically
- World issues: global conflicts, global competitions
Requirements
In order to complete your yearbook, you must have the following:
1. FOUR PRIMARY DOCUMENTS*: These must be within 1 year of the year you chose.
Example: If you chose 1961, you may have a document from 1960 or 1962.
Example: Martin Luther King’s “I Have a Dream” speech in 1963
*With each primary document, you must write a 1 paragraph summary and 1 paragraph
stating the document’s significance to the 1960s in general.
2. PICTURES: You must include captions. In these captions, you are to describe in 2-3
sentences what the picture entails, and how it is significant to the year. There is not a
set amount of pictures I will require, but your project should not appear bare. Every
picture does not have to have a caption, but the more important pictures should be
demarcated with captions.
Example: pictures from a Vietnam War trench, pictures of sit-ins
3. CREATIVE WRITING: Write something from the standpoint of a famous figure from
your year in the form of a speech, letter to a family member, a journal or diary entry, or
some other creative form of a narrative.
Example: a letter from someone fighting in Vietnam
4. LIBRARY: This must include different literary works from your year, and a brief 1-2
sentence description of each work.
Format
You have creative freedom with this portion…
Do as you wish! You may do a scrapbook, Powerpoint presentation, or any other creative
visual that your heart desires as long as you include all of the elements.
BE CREATIVE. 