Unit 12: The 1960s, Kennedy/Johnson Administrations, and the Vietnam War Chapters: 25-26 Essential Questions 1) How does the government respond to social and foreign challenges? 2) How did anti-communist beliefs affect United States involvement in conflicts around the world? 3) What was the domestic impact of United States involvement in Vietnam? 4) How did the baby-boom generation and the growing counterculture movement change American society? President Kennedy President Johnson Era of Activism The Vietnam War Unrest at Home New Frontier -Election of 1 960: Candidates, Ev ents, and Outcome -Role of Television in the Election of 1 960 -Kennedy: Biographical Information -The New Frontier: Aspects of the Plan -The Space Program -Kennedy s Assassination -The Warren Commission: Inv estigation and Decision -Bay of Pigs Inv asion: -Cuban Missile Crisis: -Peace Corps: Explanation John F. Kennedy Ly ndon B. Johnson Jacqueline Kennedy Lee Harvey Oswald Jack Ruby Fidel Castro Nikita Krushchev Great Society Medicare Medicaid -Johnson: Biographical Information -The Great Society: Aspects of the Plan -Effects of the Great Society -Criticisms of the Great Society -War on Pov erty -Immigration Act of 1 965 -Johnson s Foreign Policy Ly ndon B. Johnson Lady Bird Johnson Feminism Counterculture -National Organization for Women (NOW) -Feminism: Ideology and Strategy -The Feminine Mystique -Equal Rights Amendment -Impact of Feminist Mov ement -Opposition to the Women s Rights Mov ement -United Farm Workers -JACL -AIM -Ethnic Minorities Fight for Rights: Events, Organizations, and Impact -Emergence of Counterculture: Causes and Effects -The Mood of the 1 960s -Woodstock Festival: Role of Music in the Counterculture -Env ironmental Projection: Ev ents, Organizations, and Impact -Hart-Celler Act -Red Power Betty Friedan Gloria Steinem Cesar Chavez Domino theory Vietminh Viet Cong National Liberation Front Land mine Agent Orange Napalm Ho Chi Minh Trail -Background of the War -Div iding Vietnam: 17 th Parallel -Kennedy s Vietnam Policy -Early Communist Advances -Gulf of Tonkin Resolution: -Battlefield Conditions and Challenges -The Draft: Mobilizing Forces -Effects of Guerilla Warfare -Use of Agent Orange and Napalm -Tet Offensive: Turning Point (Explanation) -Timeline of the War -Vietnamization -Legacy of the War -Chicago Seven John F. Kennedy Robert McNamara Ho Chi Minh Richard Nixon Generation gap Teach-in Conscientious objectors Deferment -Student Activism: Causes and Effects -Students for a Democratic Society: Goals and Strategies -Free Speech Mov ement: Significance -Conscientious Objectors: Justification -Draft Resistance: Examples -Debate Ov er Deferments: Fairness of the System -President Johnson Decides Not to Run: Explanation -Assassination of Robert Kennedy -Democratic National Convention (1 968) -Election of 1 968: Candidates, Outcome, Events -Kent State Tom Hayden Abbie Hoffman Robert Kennedy Richard Nixon George Wallace Eugene McCarthy Hubert Humphrey
I Can Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to better prepare for unit assessments. I Can: Point out what made the Sixties such a tumultuous period in American history. 16.A.4a Identify the major goals and programs of Kennedy s New Frontier and Johnson s Great Society. 16.B.4 (US) Analy ze the candidates, platforms, and policy agenda associated with the election of 1960. 16.A.4a Discuss the role of television and the media in the election of 1960. 16.D.4b (US) Understand the circumstances that surrounded Kennedy s assassination. 16.B.2d (US) Explain how the Cuban Missile Crisis reflected America s anti-communist positions during the Cold War. 16.B.2d (US) Understand the goals and outcome of the Bay of Pigs invasion. 16.B.2d (US) Explain Kennedy s purpose for creating the Peace Corps. 16.B.4 (US) Describe foreign policy in the Johnson administration. 16.B.5a (US) Compare and contrast the policies of Kennedy and Johnson. 16.B.5a (US) Identify what sparked the reemergence of feminism in the late Sixties. 16.D.5 (US) Discuss how ethnic minorities sought equality. 16.D.5 (US) Identify and discuss the social changes that were promoted by the counterculture. 16.D.5 (US) Explain the legacy of the era of activism. What were the key features of the rights revolution? 16.D.5 (US) Describe the events that led to the war between North and South Vietnam. 16.B.2d (US) Explain what led the United States to intervene militarily in Vietnam, and how the Americans debated the merits of the war. 16.B.2d (US) Explain how the battlefield conditions in Vietnam affected American soldiers. 16.A.4a Trace the major events of the Vietnam War from 1965-1975. 16.B.2d (US) Describe why the Tet Offensive was a turning point in the war. 16.B.2d (US) Identify the defining features of the New Left and of the counterculture. 16.D.5 (US) Understand the new lines of social protest and dissent which arose during the late Sixties. 16.D.5 (US) Identify specific examples of unrest in the United States (Kent State, Democratic National Convention, etc.) and explain the significance of the events. 16.D.4b (US) Explain why President Johnson chose not to seek reelection. 16.B.2d (US) Describe how President Nixon s policies led to American withdrawal from Vietnam. 16.B.2d (US) Describe the legacy of the Vietnam War. 16.B.2d (US) Explain the rise of the conservative backlash of the 1960s? 16.D.4b (US)
Key Ideas and Details CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author s claims. CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST) Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued (WHST) Production and Distribution of Writing CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Note Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.