Authors:
Jill N. Knight, Social Studies Department Chair [email protected]
Lizabeth Thompson, English Department Chair [email protected]
Darlington County School District Mayo High School for Math, Science, and Technology
Unit Focus and Grade Level:
How Should Lyndon B. Johnson Be Remembered?
Grade Level: 11th Grade
Social Studies Standards:
USHC-8 “The student will demonstrate an understanding of social, economic, and political issues of contemporary America.” USHC-8.2 “Compare the social and economic policies of presidents Lyndon B. Johnson and Richard Nixon, including support for civil rights legislation, programs for the elderly and the poor, environmental protection, and the impact of these policies on politics.” USHC-8.3 “Explain the development of the war in Vietnam and its impact on American government and politics, including the Gulf of Tonkin Resolution and the policies of the Johnson administration, protests and opposition to the war, the role of the media, the policies of the Nixon administration, and the growing creditability gap that culminated in the Watergate scandal.
Enduring Understandings/ Essential Questions: 1. How should someone be remembered? 2. How can I read like a writer/historian/cartoonist/photographer? 3. How can I write/respond like a writer or historian? 4. What is the “Big Picture”? 5. How is the “Big Picture” affected by smaller parts? 6. How do the smaller parts interact/react with each other to create an effect, mood, or tone? 7. What matters most? 8. What matters most when others are involved? 9. How do I determine what is important/useful/effective?
Social Studies Guiding Question(s): Long-term: • How did the conflict between President Lyndon B. Johnson’s domestic and foreign policy goals affect his administration? Short-term: • What is worth fighting for? • What are you willing to sacrifice? • What if life had a reset button? • If you were one of LBJ’s advisors, what advice would you give him on foreign/domestic policy? • How do expectations affect performance? • What does community owe its children? • How can we change society? • Is the price of progress ever too high? • Is it patriotic to protest one’s government?
Social Studies Learning Targets: • Long Term: o I can summarize the domestic and foreign issues that affected the policy decisions under President Lyndon B. Johnson. • Short Term: 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.
Content Vocabulary: More vocabulary can be located in the Session Activity Sheets.
Sample Social Studies Content Vocabulary: Conservative Liberal Propaganda New Deal Great Society Domestic Policy Foreign Policy “Solid South” Political Party Head Start Environmental Medicare affiliation Protection Agency Medicaid “War on Poverty” Gulf of Tonkin Credibility Gap Resolution
Quagmire
Additional ELA Standards: CCSS.ELA-LITERACY.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
College and Career Ready Literacy Standards:
Read closely to determine what the Interpret words and phrases as text says. they are used in a text. Cite textual evidence. Analyze the structure of the Make logical inferences. text. Determine central ideas/themes. Assess how point of view or Summarize key supporting details purpose shapes the content and and ideas. style of the text. Analyze how and why individuals, events, and ideas develop and interact with over the
Integrate and evaluate content Read and comprehend complex presented in diverse formats. texts. Identify and evaluate the argument and specific claims in a text. Include validity as well as the relevance and sufficiency of evidence. Analyze how two or more texts address similar themes or topics in order to build knowledge or compare
the approaches the authors take.
Balanced Assessment Plan:
Description of Assessment Standard Type of Assessment Journals: opening, first look, CCSS.ELA-LITERACY.W.11-12.10 Formative and response activities CCSS.ELA-LITERACY.W.11-12.2
Bell Ringer/Exit Slips Class Model CCSS.ELA-LITERACY.RI.11-12.1 Formative
CCSS.ELA-LITERACY.W.11-12.2
CCSS.ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.RL.11-12.1 I See(or Hear)/I Say sheet CCSS.ELA-LITERACY.RL.11-12.3 Formative
What I See/What It Means CCSS.ELA-LITERACY.RI.11-12.7
CCSS.ELA-LITERACY.W.11-12.2 CCSS.ELA-LITERACY.W.11-12.1.E Concept Ladder CCSS.ELA-LITERACY.SL.11-12.1 CCSS.ELA-LITERACY.SL.11-12.2 C-E-I CCSS.ELA-LITERACY.RL.11-12.1 Character Collection CCSS.ELA-LITERACY.RL.11-12.3 Formative
CCSS.ELA-LITERACY.RI.11-12.1. CCSS.ELA-LITERACY.RI.11-12.7 CCSS.ELA-LITERACY.RI.11-12.8
CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.2 CCSS.ELA-LITERACY.W.11-12.1.E
CCSS.ELA-LITERACY.SL.11-12.1 CCSS.ELA-LITERACY.SL.11-12.2
CCSS.ELA-LITERACY.RL.11-12.1 What’s On My Mind? with CCSS.ELA-LITERACY.RL.11-12.3 Formative narrative conclusion CCSS.ELA-LITERACY.RL.11-12.6
CCSS.ELA-LITERACY.RI.11-12.7 What was He Thinking? CCSS.ELA-LITERACY.RI.11-12.8
CCSS.ELA-LITERACY.W.11-12.3 CCSS.ELA-LITERACY.W.11-12.3.E
CCSS.ELA-LITERACY.SL.11-12.1
Argument Data Sheet CCSS.ELA-LITERACY.RL.11-12.1 Formative
CCSS.ELA-LITERACY.RI.11-12.6 CCSS.ELA-LITERACY.RI.11-12.8
CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.2 CCSS.ELA-LITERACY.W.11-12.1.E
CCSS.ELA-LITERACY.SL.11-12.1 CCSS.ELA-LITERACY.SL.11-12.3
CCSS.ELA-LITERACY.RL.11-12.1 Target Practice CCSS.ELA-LITERACY.RL.11-12.3 Formative
CCSS.ELA-LITERACY.RI.11-12.3 CCSS.ELA-LITERACY.RI.11-12.8
CCSS.ELA-LITERACY.W.11-12.2 CCSS.ELA-LITERACY.W.11-12.1.E
CCSS.ELA-LITERACY.SL.11-12.1 CCSS.ELA-LITERACY.SL.11-12.4
Synthesis Sheet CCSS.ELA-LITERACY.RL.11-12.1 Formative
CCSS.ELA-LITERACY.W.11-12.2 CCSS.ELA-LITERACY.W.11-12.1.E
CCSS.ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.RL.11-12.1 Comic Strip CCSS.ELA-LITERACY.RL.11-12.2 Formative CCSS.ELA-LITERACY.RL.11-12.3 CCSS.ELA-LITERACY.RL.11-12.4
CCSS.ELA-LITERACY.RI.11-12.6 CCSS.ELA-LITERACY.RI.11-12.7
CCSS.ELA-LITERACY.W.11-12.2 CCSS.ELA-LITERACY.W.11-12.1.E
CCSS.ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.RL.11-12.1 Propaganda Pyramid CCSS.ELA-LITERACY.RI.11-12.7 Formative
CCSS.ELA-LITERACY.W.11-12.2 CCSS.ELA-LITERACY.W.11-12.1.E
CCSS.ELA-LITERACY.SL.11-12.1 CCSS.ELA-LITERACY.SL.11-12.3 CCSS.ELA-LITERACY.SL.11-12.4
Gallery Walk CCSS.ELA-LITERACY.SL.11-12.1 Formative
Performance Task work sheet CCSS.ELA-LITERACY.RL.11-12.1 Formative
CCSS.ELA-LITERACY.W.11-12.2
CCSS.ELA-LITERACY.SL.11-12.1 CCSS.ELA-LITERACY.SL.11-12.5
Fortune Cookie Claim CCSS.ELA-LITERACY.W.11-12.1.E Formative
CCSS.ELA-LITERACY.SL.11-12.1
Works Cited CCSS.ELA-LITERACY.W.11-12.8 Formative with rubric
CCSS.ELA-LITERACY.RL.11-12.1 Performance Task Project CCSS.ELA-LITERACY.RL.11-12.2 Summative with rubric
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.RI.11-12.7 CCSS.ELA-LITERACY.RI.11-12.8
CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.E CCSS.ELA-LITERACY.W.11-12.4 CCSS.ELA-LITERACY.W.11-12.5 CCSS.ELA-LITERACY.W.11-12.6 CCSS.ELA-LITERACY.W.11-12.7 CCSS.ELA-LITERACY.W.11-12.8 CCSS.ELA-LITERACY.W.11-12.9.
CCSS.ELA-LITERACY.SL.11-12.1
CCSS.ELA-LITERACY.L.11-12.1 CCSS.ELA-LITERACY.L.11-12.2 CCSS.ELA-LITERACY.L.11-12.6
Materials: WORKS CITED FOR ELA: Burke, Jim. Tools for Thought: Graphic Organizers For Your Classrooms. Portsmouth: Heinemann, 2002. Print. Dallek, Robert. "Lyndon B. Johnson." Character Above All. PBS, n.d. Web.
Works Cited for Social Studies: Burke, Jim. Tools for Thought: Graphic Organizers For Your Classrooms. Portsmouth: Heinemann, 2002. Print. Dallek, Robert. "Lyndon B. Johnson." Character Above All. PBS, n.d. Web.
Wineburg, Sam, Daisy Martin, and Chauncey Monte-Sano. Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms. New York: Teachers College Press, 2013. Print. (Other sources used in the Social Studies class have the URL hyperlinked in the document.)
Performance Task How Should LBJ be remembered? What is his Legacy?
Present a project or position paper in which you evaluate LBJ’s effectiveness as a modern President. Include at least 5 sources from ELA or Social Studies activities as well as 3 new sources not covered in class. Use any strategies from class to assess/evaluate new information prior to adding them to your final project. Include a Works Cited that is incorporated into the project format you select for your evaluation.
Instructional Progression: (What are you going to do and in what order?)
For ELA: (a detailed syllabus, worksheets, and rubrics are included in the attachments) This unit is designed for a year-long 50-minute block American Literature class. Most lessons involve homework that emphasizes close reading, questioning, and responding to texts in preparation for the next session. Students are expected to come prepared with their notes and use them during class. Each session has a required checkpoint activity that extends/refines the homework and class discussions. The teacher’s roles and goals are to provide student with models on how to analyze and evaluate points of view, actions and reactions to events and statements, etc and provide relevant, consistent feedback on the students’ growth and development. The students’ roles and goals become the central focus of the activities and are designed to analyze, synthesize, and evaluate information to create their own product. Some sessions may take two class periods.
Unit Overview/Character Collection Model (journal and characterization strategy lesson) Session 1: First Look: Images of LBJ (using multi-media sources to create a characterization) Session 2: Overview and his background (characterizing a role using direct and indirect techniques) Session 3: Domestic Policy/ Great Society and Civil Rights (Evaluating points of view in presidential addresses and Newspaper editorial Session 4: Foreign Policy/Vietnam (evaluating opposing Diplomatic points of View on a topic) Session 5: Impact of Vietnam War part 1 (Analyzing a primary source and a short story) Session 6: Impact of Vietnam part 2 (analyzing the effectiveness of media sources) Session 7: Performance Task: What is LBJ’s Legacy? (How should LBJ be remembered? Evaluate his presidency)
For Social Studies: (a more detailed lessons, handouts, and rubrics are included in the attachments). This unit is designed for a year-long 50-minute period United States History class. Most of the lessons include examining a variety of primary and secondary sources. Each session has required activities that extend class discussions and homework. The teacher is to be more of a facilitator, establish the goals and expectations, model historical thinking, provide consistent feedback to the students as they learn the needed information. The students’ roles and goals are to critically think about the information being learned, and to analyze, synthesize, and evaluate the information to create their own product. Some sessions may take more than one class period. Session 1: Unit Overview & Introduction to LBJ (text-on-text collaboration annotation) Session 2: Domestic Policy/Great Society (primary sources/examining the pros & cons) Session 3: Foreign Policy/Vietnam/Why US got involved (primary sources/examining points of view) Sessions 4-5: Foreign Policy/Vietnam/Impact (photograph analysis/examining points of view) Sessions 6-7: Foreign Policy/Vietnam/Anti-War Movement (primary sources/examining points of view/analyzing music from the era) Session 8: A Split Policy Focus/Domestic vs Foreign (political cartoon and primary source analysis Session 9: Performance Task Assessment: What is LBJ’s Legacy? (How should LBJ be remembered? Evaluate his presidency.)
Attached materials needed to complete the unit can be found in Supporting Resources ELA Social Studies • ELA Lessons • SS Lessons • Session Activity sheets & Rubrics • SS Handouts • ELA Works Cited • Performance Task • Argument Checklist & Data Sheet • SS Works Cited • Fortune Cookies USED IN BOTH COURSES • Measuring Stick • Performance Task • Historical Data Sheet
What is LBJ’s Legacy? (SS Version) 1
Topic: What is LBJ’s Legacy? How should LBJ be Remembered? Lesson Title Unit Overview and Introduction Duration 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: Assessments: • Copies of Dallek’s essay • Text-on-Text/Collaborative Annotation (Daniels, H. (http://www.pbs.org/newshour/spc/character/essays/johnson.html) & Steineke, N. 2011 Text and Lessons for Content- • Anchor Paper Area Reading. pp 89-93) (editor’s note: this book is a • Markers great source for U.S. History teachers and can be • Glue sticks/tape purchased for under $20) • • Sticky notes Concept Ladder graphic organizer & • Measuring Stick (both in Supporting Resources)
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 concept- ladder of their reading.
Topic: What is LBJ’s Legacy? How should LBJ be Remembered? Lesson Title LBJ and the Great Society Duration 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) (editor’s note: This is a free site (SHEG) with excellent resources on all periods of U.S. History. If any link provided here is unresponsive, you can easily access this site by going to http://sheg.stanford.edu where you will need to create a free account and login in order to access the materials. ) 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: Assessments: • Copies of documents from the SHEG lesson • Completion of the SHEG Pro/Con (http://sheg.stanford.edu/upload/V3LessonPlans/Great%20Society%20Lesson%20Plan1.pdf) graphic organizer (website) • Copies of the graphic organizer to the SHEG lesson • C-E-I graphic organizer (Supporting (http://sheg.stanford.edu/upload/V3LessonPlans/Great%20Society%20Graphic%20Organizer. Resources) 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 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) (C-E-I graphic organizer in Supporting Resources)
Topic: What is LBJ’s Legacy? How should LBJ be Remembered? Lesson Title LBJ and the Vietnam War (What led the US in War) Duration 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 to sacrifice? o If you were one of LBJ’s advisors, what advice would you give him on foreign policy? What is LBJ’s Legacy? (SS Version) 4
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 a 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: Assessments: (can be found in Supporting Resources) Vietnam War: History & Key Dates overview video • What I See/What It Means (http://youtu.be/G9PNAUjDnGU) • What was That Character Thinking? President Johnson’s Gulf of Tonkin Incident speech • Vietnam RAFT writing assignment (http://www.pbs.org/wgbh/amex/vietnam/psources/ps_tonkingulf.html) • Student Notes Graphic Organizer President Johnson’s “American Policy in Vietnam” • Measuring Stick (http://www.pbs.org/wgbh/amex/vietnam/psources/ps_policy.html)
Homework: Students are to complete the Vietnam RAFT writing assignment
Topic: What is LBJ’s Legacy? How should LBJ be Remembered? Lesson Title LBJ and the Vietnam War (Quagmire) Duration 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 to sacrifice? o If you were one of LBJ’s advisors, what advice would you give him on foreign policy? What is LBJ’s Legacy? (SS Version) 5
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 Where 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 compose a graphic organizer/map for their notes of key events in the Vietnam War, which led to a quagmire for America. • 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: Assessments: (can be found in Supporting Resources) • Photographs from the National Archives collection • Comic Strip assignment for homework (http://www.archives.gov/education/lessons/vietnam- • Photograph analysis & anchor chart photos/activities.html) • Exit Slip on Billy Joel’s Goodnight Saigon • Billy Joel’s “Goodnight Saigon” (https://www.youtube.com/watch?v=iJ0c9x6q1qc) • Anchor paper • 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.
What is LBJ’s Legacy? (SS Version) 6
Topic: What is LBJ’s Legacy? How should LBJ be Remembered? Lesson Title LBJ and the Anti-Vietnam War Movement (1968) Duration 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 to 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?” (editor’s note: Use the Stanford “Reading like a Historian” lesson Anti-Vietnam War Movement) • 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 anti- war 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. • 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 construct 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 on “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: Assessments: (can be found in Supporting Resources) • Stanford’s Anti-Vietnam War Movement Lesson • Lyric Analysis Handout (http://sheg.stanford.edu/upload/V3LessonPlans/Anti- • Notes graphic organizer Vietnam%20War%20Movement%20Lesson%20Plan_0.pdf) • Historical Data Sheet What is LBJ’s Legacy? (SS Version) 7
• History Channel’s compilation of Vietnam era songs CD • Target Practice Graphic Organizer 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
Homework: Students will complete the Target Practice Graphic Organizer (Supporting Resources) on the impact of 1968 on America.
Topic: What is LBJ’s Legacy? How should LBJ be Remembered? Lesson Title LBJ and balancing 2 agendas Duration 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.
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 construct and complete a graphic organizer/map of their key events of the Vietnam War. • Closing: Students are to complete the “Measuring Stick” on LBJ.
What is LBJ’s Legacy? (SS Version) 8
Materials/Equipment: Assessments: (can be found in Supporting Resources) • Readings from The American Spirit • Political Cartoon Analysis handout from the National Archives • Reading from Opposing Viewpoints in American (http://www.archives.gov/education/lessons/worksheets/cartoon_analysi History s_worksheet.pdf) • Political Cartoons: • What It Says/What Light Does it Shed? o http://primarysourcenexus.org/2014/04/learning-source- • Graphic organizer for notes cartoonist-commentary-vietnam-war/ • Measuring Stick o http://punch.photoshelter.com/image/I0000yg1vTErJoMI o http://www.interviewmagazine.com/film/herblock-the- black-the-white/print/#slideshow_60834.3
Homework: Read the article on the 50th anniversary of the Great Society. Link: http://www.nytimes.com/2014/02/16/us/rescuing-a-vietnam-casualty- johnsons-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?
Topic: What is LBJ’s Legacy? How should LBJ be Remembered? Lesson Title LBJ and his Legacy Duration 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?
What is LBJ’s Legacy? (SS Version) 9
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. (Support documents from previous assignments should be available for student use.) • 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 to 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: Assessments: (can be found in Supporting Resources) • Performance Task assignment and rubric Performance Task assignment and rubric (“Session Activities & Rubrics” attachment) • Computer access
What is LBJ’s Legacy? (ELA version) 1
UNIT OVERVIEW: WHAT IS LBJ’S LEGACY? HOW SHOULD LBJ BE REMEMBERED?
Opening journal: Should a person be judged by one act/decision only? Why/why not? Explain using examples.
Class Overview: Explain syllabus, character collections, academic words and unit performance task.
Session 2-6 require student work for HW. After reading the assigned information, the students will record data in their LBJ Character Collection.
Student Directions for Character Collection: (Characterization) Can be found in Supporting Resources
Before class: Each day will be spent accessing different sources. Start a new character collection sheet for each source. Keep a record on what he says/does, what others say/do in response to him, problems/solutions, persuasive or style elements, and a student choice category. In the conclusion, examine why he might have behaved in this manner, linking it back to the notes you gathered in your collection. A template for the character collection is available in the supporting documents or similar forms can be found online. The more thorough your notes are, the better your information will be for your checkpoints, discussions, and Performance Task.
During or At the Close of Class: Gather/update new relevant information from other students as they share.
Class Model: Pass out excerpts of Dallek essay on Lyndon B. Johnson from “Character Above All” (http://www.pbs.org/newshour/spc/character/essays/johnson.html). Divide the essay excerpts into smaller passages and pass out individual passages to students. Have them place the excerpts in the Character Collection model on the board (overhead or smart board copy). Complete the summary conclusion section at the bottom as a class.
SESSION 1: FIRST LOOK: IMAGES OF LBJ (USING MULTI-MEDIA SOURCES TO CREATE A CHARACTERIZATION)
Activity in class: Students examine images of LBJ and respond on the “I See, I Say” sheet. Images are available at the below links:
1. LBJ and Sen. Richard Russell, “The Treatment”: http://www.archives.gov/press/press- kits/picturing-the-century-photos/images/lbj-and-richard-russell.jpg 2. LBJ and JFK: http://i.dailymail.co.uk/i/pix/2010/10/20/article-1322173- 0BB1542F000005DC-336_468x286.jpg What is LBJ’s Legacy? (ELA version) 2
3. LBJ and JFK #2: http://www.scottcalonico.com/wp-content/uploads/2012/09/lbj-yelling- 470x260.jpg 4. LBJ and King: http://scienceblogs.com/tfk/wp-content/blogs.dir/408/files/2012/04/i- b113a9fc0c27feb198d2d3c367a2d717-MLK-LBJ.jpg 5. Campaign brochure: http://photos1.blogger.com/blogger/6956/659/1600/lbj-flyer- women.jpg 6. LBJ and Abe Fortas (Supreme Court Associate Justice and friend): http://blogs.reuters.com/great-debate/files/2013/03/lbj-abe-fortas.jpg 7. LBJ and dog: http://1.bp.blogspot.com/_kwm6w8FJxRY/S- wuVAHuXRI/AAAAAAAABKo/kF2y7giLI90/s1600/howl.jpg 8. LBJ dog by ears: http://2.bp.blogspot.com/- LIX40tD4sOQ/ToOP1BGcEII/AAAAAAAABPo/pRuXIwC58nc/s1600/Lyndon_Johnso n_pulling_dog_ears.jpg 9. LBJ phone call: http://www.bradycarlson.com/wp- content/uploads/2011/08/lbj112211.jpg
In class Checkpoint: Share and update information on the “I See/I Say” sheet (Supporting Resources) for this section.
Close/Reflect (10 minutes): What is your impression of LBJ right now? What indirect/direct characterization techniques led you to this conclusion?
HW: Character Collection for Session 2 (Supporting Resources)
SESSION 2: OVERVIEW AND HIS BACKGROUND (CHARACTERIZING A ROLE USING DIRECT AND INDIRECT TECHNIQUES)
• "Lyndon B. Johnson and Vietnam" by Larry L. King (source: Historical Viewpoints, Volume II) Editor’s note: this volume can be rented online for under $20 and includes resources from 1865 to present.
• All the Way play excerpt (pdf is at the bottom of this page: http://www.robertschenkkan.com/full-length-plays/all-way) (Editor’s note: online version has some inappropriate language so a teacher- edited copy is attached in the Supporting Resourcesx for use according to teacher discretion)
In class Checkpoint: Using your character collection, complete a “What’s on My Mind?” sheet. Your summary conclusion should be in narrative form from LBJ’s point of view/ “voice”—be What is LBJ’s Legacy? (ELA version) 3
careful with language, though. Incorporate motifs, tone, concerns or problems, solutions, or any other techniques that authors use to develop a character. (Supporting Resources)
Close:
1. Update information for your Character Collection. 2. Reflect: How did you do on first character collection? What went well? What needs improving? What needs to be done to make the improvements?
HW: Character Collection for Session 3
SESSION 3: DOMESTIC POLICY/ GREAT SOCIETY AND CIVIL RIGHTS (EVALUATING POINTS OF VIEW IN PRESIDENTIAL ADDRESSES AND NEWSPAPER EDITORIAL
For HW, read the following info and add to your character collection notes (source: The American Spirit). Editor’s note: this source, Volume II, may be available online for free download.
• “President Johnson Declares War on Poverty (1964)” • “War on the Antipoverty War (1964)” • “President Johnson Supports Civil Rights (1965)”
In-class Checkpoint: In groups of 2-3, complete an argument data sheet for your assigned article from homework. Once your group completes the data sheet, review/revise your data analysis and draft a conclusion based on the questions below.
1. According to the data analysis, what matters most about this topic? 2. How can you tell? 3. What style or persuasive techniques were most/least effective in this argument and why? 4. What is the impact of LBJ’s decision to pursue this domestic policy? (Consider the people affected by the policy and the national mood(s) regarding the topic. Put yourself in that time period.)
Close: Measuring Stick Supporting Resources)
HW: Character Collection for Session 4
SESSION 4: FOREIGN POLICY/VIETNAM (EVALUATING OPPOSING DIPLOMATIC POINTS OF VIEW ON A TOPIC) What is LBJ’s Legacy? (ELA version) 4
For HW, read the following and add to your character collection notes (source: The American Spirit)
• “President Johnson Asserts His War Aims (1965)” • “The British Prime Minister Criticizes U.S. Bombings (1965)”
In class Checkpoint: In groups of 2-3, use your character collection notes to organize and complete a “Target Practice” sheet. Decide as a group where to place ideas/topics and why. Review your vocabulary of importance and create questions that help you decide how and why quotes are important for the categories. What is the impact of this decision?
HW: Synthesis sheet for Session 5
Close: 3-2-1 argument (Supporting Resource) that addresses a claim for the following. If you had lived in that time period, how would you have responded: Should LBJ escalate or minimize the war effort in Vietnam?
SESSION 5: IMPACT OF VIETNAM WAR PART 1 (ANALYZING A PRIMARY SOURCE AND A SHORT STORY)
For HW, read the following and complete a Synthesis sheet for each.
• “The Soldiers’ War (1966)” (Source: The American Spirit) • “Where Have You Gone, Charming Billy?” Source: https://olsen- classpage.wikispaces.com/file/view/Charming+Billy+Text.pdf
In class Checkpoint: In groups, create a comic strip of the key parts of one of the assigned passages. Be sure to explain/justify your choices and why you included them. What do key author’s craft techniques reveal about the mood (national and/or individual) and tone?
Close/Reflect: Measuring Stick
HW: “I See (or Hear)/I Say” sheet for session 6 (Supporting Resources)
SESSION 6: IMPACT OF VIETNAM PART 2 (ANALYZING THE EFFECTIVENESS OF MEDIA SOURCES) What is LBJ’s Legacy? (ELA version) 5
For HW: complete an “I see/I say” sheet. You can modify to include “I hear.” Information for sources 2-6 are included in the www.flipboard.com collection entitled “LBJ cartoons.” If this is not available, the links are also listed below.
• The Dilemma of Vietnam cartoon(Source: The American Spirit) • Cartoon 2: http://www.proprofs.com/quiz-school/upload/yuiupload/740772241.jpg • Carton 3: http://ctah.binghamton.edu/student/lovell/herblock.gif • Cartoon 4: http://pndushistory.wikispaces.com/file/view/cartoon- 2.jpg/228248852/289x365/cartoon-2.jpg • Cartoon 5: http://www.ushistory.org/us/56e.asp • Video and transcript: http://www.pbs.org/wgbh/americanexperience/features/bonus- video/presidents-crisis-lbj/
In class Checkpoint: Prepare a critical evaluation of one of the items from the homework list. Record your findings and impressions on the propaganda pyramid. If you need a larger version, you can create a bigger version on bulletin board paper. All sources should be represented in the gallery walk. Once all evaluations are posted, we will do a gallery walk and provide feedback in the form of questions and further analysis/comments.
For you evaluations, consider the following:
• What matters most? • What points of view are expressed in the cartoons and videos? How can you tell? • Are these assessments/criticisms fair? Why/why not? • What information has been omitted that might make each piece even-sided? • How have you been manipulated by each piece?
Close: Gallery Walk with feedback
HW: Read session 7 article and respond to prompt
SESSION 7: PERFORMANCE TASK: WHAT IS LBJ’S LEGACY? (HOW SHOULD LBJ BE REMEMBERED? EVALUATE HIS PRESIDENCY)
For HW, read the article on the 50th anniversary of the Great Society. Link: http://www.nytimes.com/2014/02/16/us/rescuing-a-vietnam-casualty-johnsons-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 What is LBJ’s Legacy? (ELA version) 6
entry assignment and draft an updated response: Should a person be judged by one act/decision only? Why/why not?
In class: Part 1: With a partner, prepare, present, and complete the Performance Task organizer worksheet (Supporting Resources). 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. (Editor’s note: Authors of this unit suggest having the following indexed support documents available for student use throughout the year: Verbs of attribution, and Argument checklist. Also suggested is Entering the Academic Discussion: Discussion and Question Stems by Jim Burke, 2013).
Close: Fortune Cookie claim statement (Supporting Resources)
In class and/or HW: 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) (i.e., Write your own chapter for a history book with illustrations or a graphic novel with the same information.) • Web page (suggested web-building tools at www.wix.com)
All choices must include information from multiple sources (teacher sets a minimum). At least 3 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.