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The 1960s - 1970s

Unit Plan

 

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The 1960s - 1970s

Grade Levels

10th Grade, 11th Grade, 9th Grade

Course, Subject

Civics and Government, Geography, History, Reading and Writing in History and Social Studies
Related Academic Standards
CC.8.5.9-10.C CC.8.5.9-10.C
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
5.2 5.2

Rights and Responsibilities of Citizenship
5.4 5.4

How International Relationships Function
6.4 6.4
Economic Interdependence
7.4 7.4
Interactions Between People and the Environment
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  • Big Ideas
    Historical context is needed to comprehend time and space.
    Historical interpretation involves an analysis of cause and result.
    Perspective helps to define the attributes of historical comprehension.
    The history of the United States continues to influence its citizens, and has impacted the rest of the world.
  • Concepts
    Biography is a historical construct used to reveal positive and/or negative influences an individual can have on the United States society.
    Comprehension of the experiences of individuals, society, and how past human experience has adapted builds aptitude to apply to civic participation.
    Historical causation involves motives, reasons, and consequences that result in events and actions.
    Historical causation involves motives, reasons, and consequences that result in events and actions. Some consequences may be impacted by forces of the irrational or the accidental.
    Historical literacy requires a focus on time and space, and an understanding of the historical context of events and actions.
    Historical literacy requires a focus on time and space, and an understanding of the historical context, as well as an awareness of point of view.
    Historical skills (organizing information chronologically, explaining historical issues, locating sources and investigate materials, synthesizing and evaluating evidence, and developing arguments and interpretations based on evidence) are used by an analytical thinker to create a historical construction.
    Learning about the past and its different contexts shaped by social, cultural, and political influences prepares one for participation as active, critical citizens in a democratic society.
    Textual evidence, material artifacts, the built environment, and historic sites are central to understanding United States history.
    United States history can offer an individual discerning judgment in public and personal life, supply examples for living, and thinking about one’s self in the dimensions of time and space.
    United States history can offer an individual judicious understanding about one’s self in the dimensions of time and space.
  • Competencies
    Analyze a primary source for accuracy and bias and connect it to a time and place in United States history.
    Analyze the interaction of cultural, economic, geographic, political, and social relations for a specific time and place.
    Articulate the context of a historical event or action.
    Construct a biography of an American and generate conclusions regarding his/her qualities and limitations.
    Evaluate cause-and-result relationships bearing in mind multiple causations.
    Synthesize a rationale for the study of individuals in United States history.

Objectives

Students will be able to:

1. Describe why the 1960s were considered a period of change.

2. Evaluate the political and cultural contributions of groups and individuals to United States history during the 1960s and the 1970s.

3. Summarize the important events of Kennedy’s presidency beginning with his campaign and leading up to his assassination.

4. Predict the outcome of events had JFK not been assassinated.

5. Summarize LBJ’s presidency beginning with the assassination of JFK and ending with the 1968 election.

6. Analyze the actions of the American military during the war in Vietnam.

7. Compare and contrast the reasonings for American involvement in Vietnam with World War II.

8. Compare and contrast the youth of today to youth of the 1960s.

9. Evaluate the role of political parties, interest groups, and the media in politics.

10. Analyze the evolution of the role of the President in the eyes of the American public.

11. Identify tactics that minorities used in order to gain equality.

12. Compare and contrast a lassiez-faire economy with a government controlled economy.

13. Identify specific characteristics of the counterculture of the 1960s.

14. Analyze the public’s views of Vietnam veterans and veterans in general.

Unit Essential Question(s)

How did the United States change during the 1960s - 1970s socially, economically, and politically?

How did individuals and groups formed in the 1960s  - 1970s lead to change in the United States? Analyze how those changes can be viewed as positive or negative.

How did the United States involvement in world issues lead to the US involvement in conflicts globally?

End of Unit Assessment

The 1960s-1970s Test .pdf

Related Lesson Plans

1960s and 1970s Lessons and Materials.pdf

Related Materials & Resources

To access videos and additional accompanying lesson plans:  www.v-nep.org

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