What is LBJ’s Legacy? (SS Version) 1
Topic:
Lesson Title
Duration
What is LBJ’s Legacy? How should LBJ be Remembered?
Unit Overview and Introduction
1 day of 9
Learning Target(s)/Guiding Questions:
• I can summarize the domestic and foreign issues that affected the policy decisions under President Lyndon B. Johnson.
• How do historians evaluate the actions of a person?
Summary of Task(s)/Action(s):
• Opening bell ringer question: Should a person be judged by one act/decision only? Why or why not? Explain using examples.
• Class overview: explain unit syllabus & expectations, unit performance task
• Have students complete the first section on the “Measuring Stick” on LBJ.
• Pass out excerpts of Dallek essay on LBJ from “Character Above All.” Divide the essay excerpts into smaller passages and pass out
individual passages to students. Have the students read their excerpts as a group, on anchor paper, the students are write their
comments, reactions, feelings, questions, and connections on the anchor paper around their excerpts. Students can underline/circle
parts of the text, and use an arrow out to another section of the anchor paper to expand their thoughts. Students can create annotation
codes, drawings, diagrams, whatever will help them get the conversation going about the excerpts. Students will then hang their
posters up around the room and walk around to look at the other posters. Using sticky notes, students can leave comments and/or
questions on each other’s posters.
• Hold a class discussion on what people noticed as they looked at and responded to other groups’ posters.
• Closing: Have students complete the second section on the “Measuring Stick” on LBJ.
Materials/Equipment:
• Copies of Dallek’s essay
(http://www.pbs.org/newshour/spc/character/essays/johnson.html)
• Anchor Paper
• Markers
• Glue sticks/tape
• Sticky notes
Assessments:
• Text-on-Text/Collaborative Annotation (Daniels, H.
& Steineke, N. 2011 Text and Lessons for ContentArea Reading. pp 89-93)
• Concept Ladder graphic organizer
• Measuring Stick
What is LBJ’s Legacy? (SS Version) 2
Homework: Students will need to close read in their textbook Chapter 28, Section 3 on LBJ and the Great Society & complete a conceptladder of their reading.
Topic:
Lesson Title
Duration
What is LBJ’s Legacy? How should LBJ be Remembered?
LBJ and the Great Society
2 day of 9
Learning Target(s)/Guiding Questions:
• I can summarize the domestic and foreign issues that affected the policy decisions under President Lyndon B. Johnson.
• I can discuss the major areas of President LBJ’s Great Society.
o What does community owe its children
o How can we change society?
o If you were one of LBJ’s advisors, what advice would you give him on foreign/domestic policy?
Summary of Task(s)/Action(s):
• Opening bell ringer question: Have the students brainstorm a list of government assistance programs that the government currently
provides?
• Use the Stanford’s Reading Like a Historian Lesson “Great Society”
(http://sheg.stanford.edu/upload/V3LessonPlans/Great%20Society%20Lesson%20Plan1.pdf)
o Hand out the “Great Society” speech to the students and have the students respond to the following questions: (1) Source:
what type of document is this and who is the audience? (2) Close Reading: What is the message of this document? (3)
Context: What sorts of government programs do you think President LBJ would support, based on this document? Then
discuss the students’ responses.
o Hand out the list of Great Society programs. Hold a class discussion based on the following: (1) which of these programs
have you heard of? (2) Which programs do you think have been successful? How would you measure whether these
programs were successful? (3) How is the Great Society like the New Deal? How is it different?
What is LBJ’s Legacy? (SS Version) 3
o Show the video clip “LBJ’s Great Society” from PBS webisode series Freedom: A History of the US: March to Freedom
Land)( http://www.pbs.org/wnet/historyofus/web15/segment2.html) or LBJ Documentary “The Great Society”
(https://www.youtube.com/watch?v=rDeBd1j7sCM)
§ According to the clip, what were some of the types of the programs did LBJ support?
§ According to the clip, was the Great Society a success or failure?
o In groups, students are to complete the Great Society PRO and CON documents and graphic organizer.
Materials/Equipment:
• Copies of documents from the SHEG lesson
(http://sheg.stanford.edu/upload/V3LessonPlans/Great%20Society%20Lesson%20Plan1.pdf)
• Copies of the graphic organizer to the SHEG lesson
•
(http://sheg.stanford.edu/upload/V3LessonPlans/Great%20Society%20Graphic%20Organizer.
pdf)
“LBJ’s Great Society” from Freedom: A History of the US: March to Freedom Land
(http://www.pbs.org/wnet/historyofus/web15/segment2.html) LBJ Documentary “The
Assessments:
• Completion of the SHEG graphic
organizer
• C-E-I graphic organizer
Great Society” (https://www.youtube.com/watch?v=rDeBd1j7sCM)
Homework: Students are to read excerpts from the following Presidential speeches and complete a C-E-I graphic organizer on the speeches:
o Eisenhower on the Domino Theory (April 7, 1954)
o Kennedy’s “America’s Stake in Vietnam” (June 1, 1956)
What is LBJ’s Legacy? (SS Version) 4
Topic:
Lesson Title
Duration
What is LBJ’s Legacy? How should LBJ be Remembered?
LBJ and the Vietnam War (What led the US in War)
3 day of 9
Learning Target(s)/Guiding Questions:
• I can summarize the domestic and foreign issues that affected the policy decisions under President Lyndon B. Johnson.
• I can explain the funding, public image, controversies for the war in Vietnam.
o What is worth fighting for?
o What are you willing sacrifice?
o If you were one of LBJ’s advisors, what advice would you give him on foreign policy?
Summary of Task(s)/Action(s):
• Opening bell ringer question: Should the President be truthful in his motives in going to war with another country? Explain.
• Students are to watch a brief overview video of the Vietnam War and complete “What I See/What it Means” as their notes for the
video.
• Students are to close read the primary source of President Johnson’s message to Congress (August 5, 1964) on the Gulf of Tonkin
incident and LBJ’s speech on “American Policy in Vietnam” (April 7, 1965) and complete “What was He thinking?”
• Students will complete the graphic organizer/map of their notes on what led American’s into war in Vietnam.
• Closing: Students are to complete the third section on the “Measuring Stick” on LBJ.
Materials/Equipment:
Vietnam War: History & Key Dates overview video
(http://youtu.be/G9PNAUjDnGU)
President Johnson’s Gulf of Tonkin Incident speech
(http://www.pbs.org/wgbh/amex/vietnam/psources/ps_tonkingulf.html)
President Johnson’s “American Policy in Vietnam”
(http://www.pbs.org/wgbh/amex/vietnam/psources/ps_policy.html)
Homework: Students are to complete the Vietnam RAFT writing assignment
Assessments:
• What I See/What It Means
• What was He Thinking
• Vietnam RAFT writing assignment
• Notes Graphic Organizer
• Measuring Stick
What is LBJ’s Legacy? (SS Version) 5
Topic:
Lesson Title
Duration
What is LBJ’s Legacy? How should LBJ be Remembered?
LBJ and the Vietnam War (Quagmire)
4-5 days of 9
Learning Target(s)/Guiding Questions:
• I can summarize the domestic and foreign issues that affected the policy decisions under President Lyndon B. Johnson.
• I can explain the funding, public image, controversies for the war in Vietnam.
o What is worth fighting for?
o What are you willing sacrifice?
o If you were one of LBJ’s advisors, what advice would you give him on foreign policy?
Summary of Task(s)/Action(s):
• Open bell ringer: Start class with a picture of American soldiers during Vietnam. Ask the students:
o What can you infer from the photograph?
o What questions does this photograph raise in your mind?
o What might you be able to find answers to your questions?
o How would you categorize this photograph?
o Create a caption for the photograph.
• Students will complete the graphic organizer/map of their key events of the Vietnam War, which led to a quagmire for American.
• Students will analyze photographs from the Vietnam War and create categories (Marines, women, battle, hospital, etc.). Students will
create an anchor chart of their categorized photographs and create a “headline” for their photographs, along with a question they want
to know based on the images. Students will then hang up their posters for the class to complete a gallery walk. Using sticky notes,
students will leave comments and questions on each other’s posters. Students will have time to respond to the asked questions.
• Closing: Students are to watch and listen to the video (Billy Joel’s Goodnight Saigon) and complete an exit slip.
Materials/Equipment:
• Photographs from the National Archives collection
(http://www.archives.gov/education/lessons/vietnamphotos/activities.html)
• Billy Joel’s “Goodnight Saigon”
(https://www.youtube.com/watch?v=iJ0c9x6q1qc)
• Anchor paper
Assessments:
• Comic Strip assignment for homework
• Photograph analysis & anchor chart
• Exit Slip
What is LBJ’s Legacy? (SS Version) 6
•
•
Markers
Sticky Notes
Homework: Students are to read “The Soldier’s War” (1966) from The American Spirit on pages 502-503 and create a comic strip based on
what they read.
Topic:
Lesson Title
Duration
What is LBJ’s Legacy? How should LBJ be Remembered?
LBJ and the Anti-Vietnam War Movement (1968)
6-7 days of 9
Learning Target(s)/Guiding Questions:
• I can summarize the domestic and foreign issues that affected the policy decisions under President Lyndon B. Johnson.
• I can explain the funding, public image, controversies for the war in Vietnam.
o What is worth fighting for?
o What are you willing sacrifice?
o Is it patriotic to protest one’s government?
o If you were one of LBJ’s advisors, what advice would you give him on foreign policy?
Summary of Task(s)/Action(s):
• Opening bell ringer question: Based on your prior knowledge about the 1960s in America, in your opinion, why do you think so
many Americans opposed the Vietnam War?
• Distribute the Anti-War timeline to the students. Have them hypothesize Why did many American oppose the Vietnam War?
• Hand out Documents A (Martin Luther King, Jr.’s “Beyond Vietnam” speech) and B (John Kerry’s testimony to the US Senate
Committee on Foreign Relations), along with the Graphic Organizer.
• After the students complete the graphic organizer discuss the documents: (why did MLK and Kerry oppose the war? Why did antiwar sentiment grow after 1968? Based on what you read, who opposed the war in Vietnam? )
• Students will listen to a couple of anti-Vietnam protest songs and complete a lyric analysis.
What is LBJ’s Legacy? (SS Version) 7
•
•
Students will create their own anti-war protest posters based on information gained on the past two days’ lesson.
Students will also watch Walter Cronkite’s Report on Vietnam and complete a graphic organizer and notes on why 1968 had a
negative impact on the war (Tet Offensive, My Lai Incident, assassinations of MLK and RFK) and complete a Target Practice
Graphic Organizer centering around “Why did 1968 CHANGE America? What was the impact of that year’s events to LBJ’s
domestic and foreign agendas?” based on using the textbook as reference.
Materials/Equipment:
• Stanford’s Anti-Vietnam War Movement Lesson
(http://sheg.stanford.edu/upload/V3LessonPlans/AntiVietnam%20War%20Movement%20Lesson%20Plan_0.pdf)
• History Channel’s compilation of Vietnam era songs CD
Vietnam: Songs from the Divided House (2001)
• Lyrics from the songs used (in the SS Handout packet)
• Walter Cronkite’s 1968 report on Vietnam
(https://www.youtube.com/watch?v=Nn4w-ud-TyE)
• Anchor Paper
• Markers
Assessments:
• Lyric Analysis Handout
• Notes graphic organizer
• Historical Data Sheet
Homework: Students will complete the Target Practice Graphic Organizer on the impact of 1968 on America.
Topic:
Lesson Title
Duration
What is LBJ’s Legacy? How should LBJ be Remembered?
LBJ and balancing 2 agendas
8 day of 9
Learning Target(s)/Guiding Questions:
• I can summarize the domestic and foreign issues that affected the policy decisions under President Lyndon B. Johnson.
• I can explain the funding, public image, controversies for the war in Vietnam and the Great Society.
What is LBJ’s Legacy? (SS Version) 8
Summary of Task(s)/Action(s):
• Students will read from The American Spirit the following documents and complete “What It Says/What Light does it Shed?”:
o President Johnson Declares War on Poverty (1964)
o President Johnson Supports Civil Rights (1965)
o Excerpts from “America is Fighting for a Just Cause in Vietnam (1965) from Opposing Viewpoints in American History,
William Dudley volume editor, ©2007 Thomson/Gale)
• Students will complete a cartoon analysis on the various political cartoons.
• Students will complete the graphic organizer/map of their key events of the Vietnam War.
• Closing: Students are to complete the “Measuring Stick” on LBJ.
Materials/Equipment:
• Readings from The American Spirit
• Reading from Opposing Viewpoints in American
History
• Political Cartoons:
o
o
o
http://primarysourcenexus.org/2014/04/learning-sourcecartoonist-commentary-vietnam-war/
http://punch.photoshelter.com/image/I0000yg1vTErJoMI
http://www.interviewmagazine.com/film/herblock-theblack-the-white/print/#slideshow_60834.3
Assessments:
• Political Cartoon Analysis handout from the National Archives
(http://www.archives.gov/education/lessons/worksheets/cartoon_analysi
s_worksheet.pdf)
• What It Says/What Light Does it Shed?
• Graphic organizer for notes
• Measuring Stick
Homework: Read the article on the 50th anniversary of the Great Society. Link: http://www.nytimes.com/2014/02/16/us/rescuing-a-vietnam-casualtyjohnsons-legacy.html?_r=0 Respond (3 paragraph minimum): What is your initial response to the article? Currently, how do you feel about LBJ as
president? Why do you feel this way? Revisit the opening journal entry assignment and draft an updated response: Should a person be judged by one
act/decision only? Why/why not?
What is LBJ’s Legacy? (SS Version) 9
Topic:
Lesson Title
Duration
What is LBJ’s Legacy? How should LBJ be Remembered?
LBJ and his Legacy
9 day of 9
Learning Target(s)/Guiding Questions:
• I can summarize the domestic and foreign issues that affected the policy decisions under President Lyndon B. Johnson.
o I can compare and contrast the polarizing points of view regarding the social issues facing the administration of President Lyndon
B. Johnson.
o I can discuss the major areas of President Lyndon B. Johnson’s Great Society.
o I can explain the funding, public image, controversies for the Great Society and war in Vietnam.
• How do expectations affect performance?
• How can we change society?
• Is the price of progress ever too high?
Summary of Task(s)/Action(s):
Part 1: With a partner, prepare, present, and complete the Performance Task organizer worksheet. Based on your joint responses, create an essential
question that you want to answer about LBJ’s presidential evaluation. Organize your evidence/support. Consider vocabulary of importance and develop
questions that will help you determine a topic’s importance. (Reminder: support documents will be available on my web page from previous
assignments).
• Part 2 (computer access recommended—possibly 2-3 days): Decide on a format for your final submission and begin working. All submissions must
have a Works Cited that cites the sources used to support your evaluation. The Works Cited has a separate rubric and must be incorporated into the
format you select for your evaluation.
Formats:
• Position paper: publish and present your findings in a formal evaluation of President Johnson.
• Documentary-style movie that incorporates multi-media information
• Illustrated historical text (evaluation and images incorporated in written format similar a History text)
• Web page (suggested web-building tools at www.wix.com or (something similar)
All choices must include information from multiple sources (minimum?). At least 5 sources must be from sources not covered in class discussions. Use any
evaluation tools (I see/I say, character collection, what’s on my mind?, think in threes, target practice, comic strips, synthesis sheet, propaganda pyramid) from
the unit to assess/evaluate information prior to adding new sources.
•
Materials/Equipment:
• Performance Task assignment and rubric
• Computer access
Assessments:
Performance Task assignment and rubric (“Session Activities & Rubrics”
attachment)