My Generation
Contact Information:
School:
Address:
Email:
Linda Brown
Eisenhower High School
1200 S. 16th St.
Decatur, IL 62521
[email protected]
Grade Level:
Junior/Senior
Class Setup:
Entire Class
Teacher Role:
Facilitator, Resource for information
Materials needed:
Computers with Internet access
Class Period:
Block 8 Schedule – 6–10 periods
Rationale: I believe that many times teachers of U.S. History never seem to “get to” the
1960s and 1970s. We can barely get through World War II. Most of our textbooks are
outdated, old, and boring to our students. Beginning in the 2000-2001 school year,
I piloted a totally bookless course. Some of the lessons are based on the research of
Roger Taylor’s Curriculum Design. This is a semester course for juniors and seniors who
have an interest in social studies and technology. I titled the course, “20th Century Online.” Because of my own interest and my belief that students have a fascination with
this time period, lessons are designed focusing on the 1950s on. The Internet is the main
source of information. Students may also seek assistance from their content area
teachers, parents, and community members.
Students may leave school during class time to complete their projects.
Students are responsible for locating all videos, music, song lyrics, etc.
The student permission slip is included in this poster.
Student agreement is also included in the poster.
Lesson: “Talkin’ Bout My Generation” An integrated/interdisciplinary study of the
Vietnam Era for high school students
Why is this important? Students have heard about Vietnam but have no real
understanding of this time period. This lesson examines the Vietnam Era in the United
States and how this era impacted the future of the United States. Students will be given
choices to explore the development of social movements, the arts, and media as they
reflect the social, political, economic, and scientific events.
Goals:
•
•
•
Understand the causes and effects of the Vietnam Era
Understand how arts are reflective of the era
Understand the impact of science and technology on the era
as well as the impact of the era on science and technology
What will kids do/know as a result of this study?
• Identify examples of art and music of the era
• Recognize the effects of the Vietnam War
• Explain the relationship between Vietnam and science/technology
• Recognize relationship between past, present, and future
Play the song by The Who, “Talkin’ Bout My Generation”
Activities
Almost one class period is required to review these various choices and for students to
decide their topics and what format they will use in their presentations. Students form
their own groups based on their interests. Some students may work alone.
Conferencing is required with groups/individual students.
Discuss the turmoil of the Vietnam Era, the time period between 1965 and 1973.
Changes took place, but they did not come easy. Many traditional Americans felt
threatened by untraditional ideas and behavior.
Make group lists of the changes that took place in the ’60s and ’70s that questioned and
challenged the traditions of society
Video of “I Have a Dream” by Martin Luther King, Jr.
Clip of Elvis’ appearance on The Ed Sullivan Show
Clips from Woodstock
Brainstorm and describe popular forms of entertainment during the 1960s and 1970s.
•
•
Students are to find 3 songs that are reflective of the era and break down the
lyrics to describe how each is a reflection of certain attitudes of the period.
Students may compare Motown artists to other artists of the period who were
not part of Motown. Beatles, Jimmy Hendriks, Beach Boys, The Jacksons,
The Doors, Grateful Dead, Rolling Stones, Elton John, Aretha Franklin, and
Marvin Gaye and a few suggestions.
Show a clip from American Bandstand
• Students can make a pictorial montage of the musical themes of the era
• Students can perform a piece of music from the period
• Students can create a video of television shows from the era
Show clips from “Easy Rider,” “In the Heat of the Night,” “The Godfather,”
“James Bond,” “Hair,” and “Guess Who’s Coming to Dinner?”
• Students may stage a fashion show of the era.
Show scenes from “Platoon” last 10 minutes as the helicopter leaves. Show some of the
costs of the war in materials and lives.
Read journals from a Vietnam Vet.
Gather factual data on the economic cost of the war:
• Dead and wounded
• Employment rates for men and women from 1965 to 1973
• Rate of inflation for that time period
• Profit by government contractors
• Money spent on war vs. money spent on space race
Analyze political cartoons from 1965 to 1973
Show film clips from “The Right Stuff” and “Good Morning Vietnam”
• Planes, trucks, ships, tanks, cars
• Examples of how transportation was involved the U.S. in war and the space
race
• Design recruiting posters and brochures to encourage men, women, and
minorities to enlist.
• Write news articles reporting the end of the Vietnam War.
• Role play Walter Cronkite or Dan Rather reporting the war.
Students will sing the song “The Times, They are A Changin” by Bob Dylan
• Pictures of Kent State
Students will read Life Magazine May, 15, 1970, article by Mrs. Jeff Miller, whose son
was killed at Kent State. Students will then read Newsweek May 18, 1970, article by the
wife of a member of National Guard who was killed at Kent State.
• Students will write letters from the Office of the President of the U.S.
expressing condolences to the mother of Jeff Miller and the wife of the slain
National Guard soldier.
Relate major art works to their impact on society of the 1960s and 1970s
• Pop Art, Andy Warhol
• Opart, Jackson Pollock
• Conceptual Art, William DeKooning
• Georgia O’Keff
Video of interviews
• Students will conduct interviews of family members, faculty, and
community members who have memories of the Vietnam Era.
Standards
• One of the five essentials for the teaching and learning of social studies is
integration.
• Sustained examination of a few important topics rather than the superficial
coverage of many
Assessment:
• Students play musical instruments and perform songs from the 1960s and
1970s.
• Students edit and produce videos on interviews, fashion show of 1960s and
1970s
• Students recreate newscasts from the war to be broadcast on Channel One or
on the local school cable channel.
• Students create PowerPoint presentations on their various projects.
• Students design and post web pages on their subjects connected to the school
web site.
• Students create brochures and newsletters to distribute to student body.
• Students create presentation boards on their various subjects.
• Rubrics used in grading authentic assessments
Closure Activity
Play the song “Talkin’ Bout My Generation” by The Who. Distribute copies of the lyrics
to the students and list as many responses and examples as students can brainstorm to go
with the lyrics.
Transportation Agreement
_____________________________________ has my permission to participate in the
20th Century Online Class by going to community sites and interviewing members of our
Decatur community as approved by Mrs. Brown. I understand that transportation is the
responsibility of the student and the student will not be under direct District 61 personnel
supervision when off campus.
The student has my permission to
a. _____ drive to/from Eisenhower High School to off-campus sites as
scheduled
b. _____ ride with ______________ or _________________ to and from
Eisenhower High School to off-campus sites as scheduled.
c. _____ use the Decatur Transit Authority transportation.
d. _____ other ______________
The off-campus experience is an extension of the 20th Century Online class and as such
the parent and student maintain fiscal responsible in case of an accident.
Students who drive must bring proof of auto insurance including liability coverage,
medical reimbursement, coverage for vehicle/property damage and accident/medical
insurance to Mrs. Brown before permission will be given for the off-campus experience.
A copy of the driver’s license is also necessary.
The student will abide by all rules and regulations set forth in the class and established by
Eisenhower High School. The student’s actions will not jeopardize the safety of the
student or the class.
Signatures:
Student _______________________ Date________________
Parent/Guardian ________________________ Date____________
Mrs. Brown ____________________________ Date ___________
20th Century Online Contract for the 2001-02 School Year
20th Century Online is a course that is designed to provide students with an
opportunity to study events in the 20th century using a research-based curriculum using
computers, digital cameras, and camcorders. Students will be using very expensive
equipment and this requires a commitment from the students to care for and maintain that
equipment. A further commitment is also necessary in terms of their learning, behavior,
and time necessary to be successful in this class.
Please review the following behaviors that will be expected of all students enrolled in
20th Century Online.
1. Students must demonstrate appropriate behavior in class and in the community
Students must be respectful of others, value diversity, and be courteous.
2. Students must take proper care of equipment. Equipment must be checked out
in the proper manner and be returned promptly after use.
3. Students should be able to work independently and be self-motivated and selfdirected. Maturity, responsibility, and patience must be demonstrated.
4. Students also need to work in a team setting, be able to solve problems, and be
flexible. They must be able to work not only with their fellow students, but also with
faculty, administration, and members of the community.
Violations of this contract may result in restrictions of equipment usage and limitations
on leaving class and community involvement. Your grade may be affected by your
behavior. Removal from class may also be an option.
I understand the expected behaviors and consequences of violating these expectations.
Student signature __________________________________
Parent signature __________________________________
Mrs. Brown’s signature _______________________________