STEPHENVILLE CURRICULUM DOCUMENT
SOCIAL STUDIES
GRADE:
COURSE: US History
BUNDLE: 11
EST. NUMBER OF DAYS:
Title: The Turbulent 1960
Guiding Questions:
1. How did the Cold War continue during the 1960s?
2. How did the Civil Rights Movement show the way for the expansion of rights to other groups, including women, Mexican Americans and Native
Americans?
3. Why was the Vietnam War so controversial among Americans?
TEKS
Specifications
Learning Activities
(2) History. The student understands traditional
MLK assassination
http://www.youtube.com/watch?v=VIFr6ChzM8s
historical points of reference in U.S. history from
Moon landing
MLK & RFK Assassination
1877 to the present. The student is expected to:
People:
James Ray
http://www.examiner.com/article/40th-anniversary(D): Explain the significance of the following years as
Neil Armstrong
of-moon-landing-lesson-plans-ideas-for-celebrating
turning points: (1968-1969) Martin Luther King, Jr
Buzz Aldrin
Moon landing activities
assassination and US lands on the moon
Mike Collins
Dates:
July, 1969
(6) History. The student understands significant
http://www.womeninworldhistory.com/lesson17.html
events, social issues, and individuals of the 1920s.
Activity examining women’s properties rights through
The student is expected to:
history
(A): Analyze causes and effects of events and social
issues such as race relations and the changing role of
women
(7) History. The student understands the domestic
and international impact of U.S. participation in
World War II. The student is expected to:
http://www.pbs.org/independentlens/sistersof77/ind
st
ex.html 1977 1 meeting of National Women
Conference Film, worksheets, assignment
(G) Explain the opportunities and obstacles for women
and ethnic minorities
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(8) History. The student understands the impact of
significant national and international decisions and
conflicts in the Cold War on the United States. The
student is expected to:
(A) Describe US response to Soviet aggression after
World War II including John F. Kennedys role in the
Cuban Missle Crisis
(D) Explain reasons and outcomes for US involvement
in foreighn countries and their relationship to the
Domino Theory, including the Vietnam War
(E) Analyze the major issues and evens of the Vietnam
War, such as the Tet Offensive, the escalation of
forces, Vietnamization and the fall of Saigon
(F) Describe the responses to the Vietnam War such as
th
the draft, the 26 Amendment, the role of the media,
the credibility gap, the silent majority and the anti war
movement.
The Cold War and Communism
Write the following questions on the board, and ask
students to write responses:
What is a cold war? Contrast this with a hot war.
Why would the hostility between the two
superpowers be considered cold and not hot?
What made it a war?
Was the Cold War really a hot war for some
participants? Explain.
Have students explain in a class discussion how the
Cold War was a consequence of World War II. Ask
them to create a list of the reasons for the beginning
of the Cold War. Have them investigate other
consequences of the World War II (e.g., United
Nations, Baby Boom).
The USSR and the United States in Asia
Have students create a cause-and-effect graphic
organizer to help understand the Vietnam War
Conflict. The Gulf of Tonkin Resolution, War Powers
Act, and the Vietnam War Protests should be analyzed
in the graphic organizers.
Have students write letters to the editor of a
newspaper expressing the viewpoint of a Vietnam War
protestor
Have students create a timeline of key events from
1945 to 1990. Students should label political events on
the topside of the time line and military events on the
under side. Students will use the timeline to write
news headlines for the Cold War Period.
8a) Provide students with a blank map of the US and
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the Caribbean Sea area. Students will use text book to
label * Cuba * Florida * DC * Texas * Mexico * Puerto
Rico * Haiti *Santa Domingo * Panama Canal * Gulf of
Mexico * Caribbean Sea. Students will use the
provided scale to determine the number of miles
between * Cuba-Florida, * Cuba-Texas * Cuba-DC.
Students will then create circles to demonstrate areas
that would be effected by various missiles.
8a) http://edsitement.neh.gov/lesson-plan/missilesoctober-cuban-missile-crisis-1962
9D) provide students with a blank map of the SE Asia
area. Students will use text book to label *VietNam
(North & South)* China * Laos * Cambodia * Sea of
China * Gulf of Tonka * Philippines
9D)
http://images.search.yahoo.com/search/images?_adv
_prop=image&fr=yfp-t-9001&va=domino+theory+cartoon+cold+war
Domino Theory Cartoons: Share 1 cartoon at a time
on Smart Board – teacher models verbal analysis of
first cartoon – show 3 more cartoons (1 at a time)
have the class as a whole discuss the cartoons
9F) Opposing Views of Vietnam
http://www.discoveryeducation.com/teachers/freelesson-plans/opposing-views-on-the-vietnam-war.cfm
Kent State WebQuest
http://brianmckenna.tripod.com/ksmain.html
Music: Provide students with lyrics to various songs
popular during the VietNam War Era. Students will
analyze songs and create a class visual image of life
during this era
9E) Texan in the VietNam War
http://www.texasarchive.org/library/index.php/Lesso
n_Plan_-_8,000_Miles_from_Home_Edited July 2013
_A_Texas_Perspective_on_the_Vietnam_War_Era_(Gr
_7)
Primary Source Analysis
http://www.youtube.com/watch?v=yj1X2WpiiOE
Show about 10 minutes of film each day of the unit as
a focus – students should record one word (on a post
it) that sums up what they watched that day. Students
will place post it on butcher paper each day. At the
end of unit students will use post its as a base for a
poem about Nam
Have students create a timeline for the U.S.
involvement in Vietnam. Have students articulate why
this has been called a conflict and a war, and ask them
to decide which term is most fitting and why.
(9) History. The student understands the impact of
the American civil rights movement. The student is
expected to:
(B) Describe the roles of political organizations that
promoted civil rights, including ones from Chicano,
American Indian, women’s and other civil rights
movements
(C)Identify the roles of significant leaders who
supported various rights movements, including Cesar
Chavez, Hector P. Garcia and Betty Friedan
(D) Compare and contrast the approach taken by some
civil rights groups such as the Black Panthers with the
nonviolent approach of Martin Luther King, Jr.
(F) Describe presidential actions and congressional
votes to address minority rights in the US, including
the Civil Rights Acts of 1957 and 1964, and the Voting
Rights Act of 1965
Groups:
AIM
Viva La Raza
La Raza Unida
NOW
ACLU
NAACP
Southern Christian Leadership
Conference
United Farm Workers
Black Panters
People:
Bobby Seals
Angela Davis
Students will create a visual representation
demonstrating their mastery of the following concepts
-grandfather clause, literacy tests, poll tax, white
primaries. Students will then find the governmental
corrections for these voting prohibitions.
(b) students will use the list of civil rights leaders
found on the following link.
http://www.discoveryeducation.com/teachers/freelesson-plans/the-civil-rights-movement.cfm
Students will work in teams to identify each of the
individuals through computer research. Team will
then create a crossword puzzle (Discovery
Puzzlemaker) based on research. Teams will turn in 2
puzzles – 1 as a key the other as an answer document.
As a focus activity the following class day, other teams
will complete the puzzles of others.
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(I) Describe how litigation such as the landmark cases
of Mendez v Westminister, Hernandez v Texas,
Delagado v Bastrop ISD and Edgewood ISD v Kirby
played a role in protecting the rights of the minority
during the civil rights movement.
© http://www.history.com/topics/cesar-chavez film
intro to Cesar Chavez
http://www.famouspeoplelessons.com/c/cesar_chave
z.html
http://www.americanwriters.org/classroom/videoless
on/vlp37_friedan.asp Betty Friedan and the Women’s
Movement
http://www.americanindiantah.com/lesson_plans/lp_
red_power.html AIM
http://justiceformypeople.org/drhector.html Reading
on the life of Dr. Garcia
Civil Rights, Civil Disobedience?
Have students write an eyewitness account of a nonviolent protest that occurred during the Civil Rights
Movement. Students will present these accounts to
the class. The lunch counter sit-ins, the Freedom
Riders, picketing of businesses that practiced racial
discrimination in employment, the March on
Washington of 1963 are examples that may be used
for the eyewitness accounts.
Have students make a chart in which they write
newspaper headlines that tell the significance of Civil
Rights Legislation.
Civil Rights Legislation
Civil Rights Acts
Civil Rights Act of 1964
Civil Rights Act of 1965
Civil Rights Act of 1968
Newspaper Headlines
9D
http://depts.washington.edu/civilr/teach_BPP_intro.h
tm Black Panther Movement
9F)
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http://www.discoveryeducation.com/teachers/freelesson-plans/civil-rights-an-investigation.cfm
9I) Students will complete a Compare/Contrast Chart
for the Supreme Court Cases - the following links offer
information/videos/discussion questions about the
cases.
http://www.teachersdomain.org/resource/osi04.soc.u
sh.civil.mendez/
http://www.texasbar.com/civics/High%20School%20c
ases/hernandez-v-texas.html
http://www.texasbar.com/civics/High%20School%20c
ases/delgado-v-bastrop.html
http://www.texasbar.com/civics/High%20School%20c
ases/edgewood-isd-v-kirby.html
(17) Economics. The student understands the
economic effects of World War II and the Cold War.
The student is expected to:
(D) Identify actions of government and the private
sector such as the Great Society, affirmative action,
and Title IX to create economic opportunities for
citizens and analyze the unintended consequences of
each.
Profile of LBJ
http://www.youtube.com/watch?v=KiFGhe-N2r0
17d) http://edsitement.neh.gov/lesson-plan/lesson21-new-frontier-great-society-and-fight-equalopportunity-1960s
http://learningtogive.org/lessons/unit81/lesson3.html
http://learning.blogs.nytimes.com/2012/01/04/jan-41965-lyndon-johnson-outlines-great-societyplans/?_r=0
Title IX http://www.pbs.org/makers/educators/
The Great Society
Ask students to read and construct a narrative
summary of Lyndon Johnson’s Great Society speech
(1964). The speech can be found at
http://coursesa.matrix.msu.edu/~hst306/documents/
great.html.
Then have students research the impact of post-World
War II domestic policies and programs arising from the
Great Society, such as Vista, Job Corps, Upward
Bound, Head Start, and the War on Poverty. Have
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them answer the following questions: Are these
programs still in existence today? Did they live up to
the ideals of Johnson’s speech? How are they viewed
today? What happened to the Great Society? Include
education and housing, immigration/migration, voting,
employment, Medicare, public accommodations, war
on drugs, minority issues, and women’s issues.
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(19) Government. The student understands changes
over time in the role of government. The student is
expected to:
Examine 10 Amendment – discussion where to draw
the line?
States’ Rights Versus Federal Civil Rights
(B) Explain constitutional issues raised by federal
government policy changes during times of significant
events, including the 1960s.
Have students review court decisions that led to
segregation in the United States with particular
emphasis on Plessy v Ferguson (1896). Have the class
debate the conflict that can result from the states’
rights perspective (that schools and education are
under the control of states) versus the federal civil
rights view (that everyone should have equal access to
education). Have the class review the decision in
Brown v Board of Education and explain how it
reverses the 1896 decision.
Have each student write a letter as an African
American parent in that time to his or her child,
explaining what the Brown case might mean in his/her
lifetime. The letter should compare the past and
segregation to the present and desegregation. It
should include an awareness of the different political,
social, and economic opportunities the parent and
child might experience.
(20) Government. The student understands the
changing relationships among the three branches of
the federal government. The student is expected to:
(A) Describe the impact of events such as the Gulf of
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Tonkin Resolution and the War Powers Act on the
relationship between the legislative and executive
branches of government
(21) Government. The student understands the
impact of constitutional issues on American society.
The student is expected to:
(A) Analyze the effects of landmark US Supreme Court
decision, including US Supreme Court Decisions such
as Hernandez v Texas, Wisconsin v Yoder and White v
Regester.
(23) Citizenship. The student understands efforts to
expand the democratic process. The student is
expected to:
23a) http://www.sharemylesson.com/teachingresource/Evaluating-Nonviolence-A-Method-of-SocialChange-50011485/
(A) Identify and analyze methods of expanding the
right to participate in the democratic process,
including lobbying, non violent protesting, litigation
and amendments to the US Constitution
(B) Evaluate various means of achieving equality of
th
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political rights, including the 24 and 26 Amendment
(24) Citizenship. The student understands the
importance of effective leadership in a constitutional
republic. The student is expected to:
(B) Evaluate the contributions of significant political
leaders in the United States such as Barry Goldwater
(25) Culture. The student understands the
relationship between the arts and the times during
which they were created. The student is expected to:
(B) Describe both the positive and negative impacts of
significant examples of cultural movement in arts,
movies and literature such as the Beat Generation,
rock and Roll, the Chicano Mural Movement…on
American society
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(26) Culture. The student understands how
people from various groups contribute to our
national identity. The student is expected to:
(D) Identify the political, social and economic
contributions of women such as Dolores Huerta to
American society.
(F) Discuss the importance of Congressional Medal of
Honor recipients including individuals of all races and
genders such as Roy Benavidez.
(28) Science, technology, and society. The student
understands the influence of scientific discoveries,
technological innovations, and the free enterprise
system on the standard of living in the United States.
The student is expected to:
26d) biography of Dolores Huerta
http://www.biography.com/people/dolores-huerta188850
26f) http://www.cmohs.org/ Site explains the Medal
of Honor, statistics as well as links to a profile of Roy
Benavidez.
http://www.scholastic.com/teachers/article/nasaweb-hunt benefits of space exploration – student web
search
(B) Explain how space technology and exploration
improve the quality of life.
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