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. <http://www.pbs.org/newshour/spc/character/essays/johnson.html>. Historical Viewpoints. Ed. John A. Garraty. 7th. Vol. Two Since 1865. New York: HarperCollins, 1995. 290-303. Print. Nagourney, Adam. "Rescuing a Vietnam Casualty: Johnson's Legacy." The New York Times. New York, 15 Feb 2014. Web. <http://www.nytimes.com/2014/02/16/us/rescuing-a- vietnam-casualty-johnsons-legacy.html?_r=0>. O'Brien, Tim. ""Where Have You Gone, Charming Billy?"." n.d. Olsen Classpage. web. 15 Apr 2014. <https://olsen-classpage.wikispaces.com/file/view/Charming+Billy+Text.pdf>. Schenkkan, Robert. All the Way: OSF Publication Draft. Oregon, 20 July 2012. Web. 14 Nov 2013. <http://www.robertschenkkan.com/full-length-plays/all-way>. The American Spirit. Ed. David M. Kennedy and Thomas A. Bailey. 10th. Vol. II: Since 1865. Boston: Houghton Mifflin, 2002. 474-477; 496-498; 502-504.