Stephenville Curriculum Document

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 http://www.pbs.org/independentlens/sistersof77/ind and international impact of U.S. participation in ex.html 1977 1st meeting of National Women World War II. The student is expected to: Conference Film, worksheets, assignment

(G) Explain the opportunities and obstacles for women and ethnic minorities

Edited July 2013 (8) History. The student understands the impact of The Cold War and Communism significant national and international decisions and conflicts in the Cold War on the United States. The Write the following questions on the board, and ask student is expected to: students to write responses: What is a cold war? Contrast this with a hot war. (A) Describe US response to Soviet aggression after Why would the hostility between the two World War II including John F. Kennedys role in the superpowers be considered cold and not hot? Cuban Missle Crisis What made it a war? Was the Cold War really a hot war for some (D) Explain reasons and outcomes for US involvement participants? Explain. in foreighn countries and their relationship to the Domino Theory, including the Vietnam War Have students explain in a class discussion how the Cold War was a consequence of World War II. Ask (E) Analyze the major issues and evens of the Vietnam them to create a list of the reasons for the beginning War, such as the Tet Offensive, the escalation of of the Cold War. Have them investigate other forces, Vietnamization and the fall of Saigon consequences of the World War II (e.g., United Nations, Baby Boom). (F) Describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, The USSR and the United States in Asia the credibility gap, the silent majority and the anti war movement. 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 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/missiles- october-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-900- 1&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/free- lesson-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_- _A_Texas_Perspective_on_the_Vietnam_War_Era_(Gr

Edited July 2013 _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 Groups: Students will create a visual representation the American civil rights movement. The student is AIM demonstrating their mastery of the following concepts expected to: Viva La Raza -grandfather clause, literacy tests, poll tax, white La Raza Unida primaries. Students will then find the governmental (B) Describe the roles of political organizations that NOW corrections for these voting prohibitions. promoted civil rights, including ones from Chicano, ACLU American Indian, women’s and other civil rights NAACP movements Southern Christian Leadership Conference (C)Identify the roles of significant leaders who United Farm Workers (b) students will use the list of civil rights leaders supported various rights movements, including Cesar Black Panters found on the following link. Chavez, Hector P. Garcia and Betty Friedan http://www.discoveryeducation.com/teachers/free- People: lesson-plans/the-civil-rights-movement.cfm (D) Compare and contrast the approach taken by some Bobby Seals Students will work in teams to identify each of the civil rights groups such as the Black Panthers with the Angela Davis individuals through computer research. Team will nonviolent approach of Martin Luther King, Jr. then create a crossword puzzle (Discovery Puzzlemaker) based on research. Teams will turn in 2 (F) Describe presidential actions and congressional puzzles – 1 as a key the other as an answer document. votes to address minority rights in the US, including As a focus activity the following class day, other teams the Civil Rights Acts of 1957 and 1964, and the Voting will complete the puzzles of others. Rights Act of 1965 © http://www.history.com/topics/cesar-chavez film (I) Describe how litigation such as the landmark cases intro to Cesar Chavez of Mendez v Westminister, Hernandez v Texas, http://www.famouspeoplelessons.com/c/cesar_chave Delagado v Bastrop ISD and Edgewood ISD v Kirby z.html played a role in protecting the rights of the minority http://www.americanwriters.org/classroom/videoless during the civil rights movement. 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 Newspaper Headlines Civil Rights Act of 1964 Civil Rights Act of 1965 Civil Rights Act of 1968

9D http://depts.washington.edu/civilr/teach_BPP_intro.h tm Black Panther Movement

9F) http://www.discoveryeducation.com/teachers/free-

Edited July 2013 lesson-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 %20cases/hernandez-v-texas.html http://www.texasbar.com/civics/High%20School %20cases/delgado-v-bastrop.html http://www.texasbar.com/civics/High%20School %20cases/edgewood-isd-v-kirby.html

(17) Economics. The student understands the Profile of LBJ http://www.youtube.com/watch? economic effects of World War II and the Cold War. v=KiFGhe-N2r0 The student is expected to: 17d) http://edsitement.neh.gov/lesson-plan/lesson- 21-new-frontier-great-society-and-fight-equal- opportunity-1960s (D) Identify actions of government and the private sector such as the Great Society, affirmative action, http://learningtogive.org/lessons/unit81/lesson3.html and Title IX to create economic opportunities for http://learning.blogs.nytimes.com/2012/01/04/jan-4- citizens and analyze the unintended consequences of 1965-lyndon-johnson-outlines-great-society-plans/? each. _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 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.

(19) Government. The student understands changes Examine 10th Amendment – discussion where to draw over time in the role of government. The student is the line? expected to: States’ Rights Versus Federal Civil Rights

(B) Explain constitutional issues raised by federal Have students review court decisions that led to government policy changes during times of significant segregation in the United States with particular events, including the 1960s. 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 Tonkin Resolution and the War Powers Act on the

Edited July 2013 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 23a) http://www.sharemylesson.com/teaching- expand the democratic process. The student is resource/Evaluating-Nonviolence-A-Method-of-Social- expected to: Change-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 political rights, including the 24th and 26th 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 (26) Culture. The student understands how 26d) biography of Dolores Huerta http://www.biography.com/people/dolores-huerta- people from various groups contribute to our 188850 national identity. The student is expected to: 26f) http://www.cmohs.org/ Site explains the Medal of Honor, statistics as well as links to a profile of Roy (D) Identify the political, social and economic Benavidez. 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 http://www.scholastic.com/teachers/article/nasa- understands the influence of scientific discoveries, web-hunt benefits of space exploration – student web technological innovations, and the free enterprise search system on the standard of living in the United States. The student is expected to:

(B) Explain how space technology and exploration improve the quality of life.

Edited July 2013