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Main Curriculum Tie:
Background For Teachers:
Student Prior Knowledge:
free speech movement
Student for Democratic Society
Student Non-violent Coordinating Committee
Long Hot Summer
Intended Learning Outcomes:
2. Recognize the youth movements of the 1960s and their importance, evaluating the success achieved toward reaching movement goals
3. Be able to define the key terms
4. Identify key participants in the movements
5. Analyze and evaluate the movements to determine the legacy they left to modern America.
Part II to discuss students and 1960 as a turning point
Part III to introduce Tom Hayden as the catalyst for all discussions
3.Hand out the article about California Senate Send Off. Read and discuss it.
4. Discuss question "Are activism and middle-class values compatible?"
5. Hand out copies of the Port Huron Statement to be read by next class. Students to seek answer to the following questions as they read:
a. What problems did Hayden see in America in 1962?
b. What solutions did he offer?
c. What outcomes did he predict?
2. Show video clip from "Berkeley in the Sixties"
3. Lecture on other student movements, their goals, their grievances--Berkeley, Harvard, etc. to Kent State and Jackson State in the early 70s.
4. Hand out Jerry Casale's Account of Kent State and discuss its significance.
2. 25-30 min. lecture on events of the Civil Rights Movement--(at King's Washington March, play recording of "I Have a Dream" speech)
3. Ask students "Did the Civil Rights Act of 1964 and the Voting Rights Act of 1965 solve the issues that haunted the lives of African-Americans?" and discuss.
4. Hand out an read the Kerner Commission Report on Civil Unrest
5. Ask students the question in #3 again. Then ask, "Are these issues solved now?"
6. If time permits, show video clip from "The Two Towns of Jasper".
Day 4: The Women's Movement
2. Hand out Abigail's Letters to John. Read them and discuss their significance.
3. Divide students into pairs--one with a copy of the Declaration of Independence, the other with a copy of the Declaration of Sentiments. They should read their articles and then discuss the following questions:
-Who is the author?
-When was it written?
-Why were the author and time significant?
-What do you know about the authors?
-Who do they say are the oppressors?
-What proof do they offer?
-Why does one document mimic the other?
-What is the significance of the Declaration of Sentiments?
-What would/should an Equal Rights Amendment say?
-Would there be opposition to an Equal Rights Amendment? Why?
6. Hand out and read NOWs 1966 Statement of Purpose.
-Why was NOW formed?
-Who can belong to NOW?
-What did/does NOW hope to accomplish?
-How did/do they plan to accomplish their goals?
8. In 1982 after 10 years of debate, the Equal Rights Amendment had been approved by 35 states--3 short of the 38 needed for ratification. Write a journal entry speculating about differences it might have made in your life today had it passed.
Day 5: Counterculture and Anti-War Movements
2. Divide students into groups of 4 or 5 students, giving each group a "shuffled" packet of the 10 song lyrics provided in the attachment.
3. The task of each group is to look for clues in the lyrics (using everything they have read and learned so far)so that they can place the songs in the order in which they were recorded. (Don't worry! There is an answer key attached, too)
4. After sufficient time, begin with one group and put their list on the board.
5. Go to the next group--Do they want to make any changes in the order? Why?.
6. Continue through the rest of the groups.(At this point you probably want to give them the correct answers if they are wrong.)
7. End with Jimi Hendrix's rendition of "The Star-Spangled Banner" from Woodstock OR if you have access to the documentary of "Woodstock", show the clip of Hendrix singing.
8. Show PowerPoint segment that links Hayden to the Anti-War Movement.
9.For homework, have students find the lyrics to a song from today that they think exemplifies this generation. In a 1-page (or shorter depending upon your students) have students analyze the lyrics explaining why they selected this song and how the words depict this generation.
2. Students should write a 35-minute timed AP essay discussing the legacy to modern America left by the activism and youth movements of the 1960s. They should use examples from readaing and the last 5 days as proof for their views and statements.
3. Show last PowerPoint segment about what Hayden sees as the legacy of the 60s.
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