An Era

 of 

Social Change

An Era of Social Change

$90 for 3 weeks

Teacher

Allison Bruning

Textbook

We will be using "The Americans" by McDougal Littell. ISBN: 0-395-85182-3. This textbook is available on Thriftbooks.

Homework

Homework assignments are given through Classcraft. Students will have 4 - 8 assignments per week that build from simple to complex. The homework listed below is the final assignment (complex one) for that week in Classcraft. 

Project

People strongly associate the 1960s with its popular music. The styles of music that were popular at the time included rhythm and blues, rock 'n' roll, protest songs, folk music and others. Students will research a type of music from the 1960s that they find interesting. They will use the information they gather to create a YouTube documentary. Students must:

  • Be sure to investigate how the music they selected influenced, or was influenced by, the events of the times. Also, find out how it influences later music styles. 

  • Research the people behind the music - the artists who wrote, performed, or produced it.

  • Try to find selections of the music that they are researching. Libraries and the internet are good sources. Be sure you have permission to include the music in your project. Allison can help you with this part.

The student will be required to present their videos in the last class session.

 

Subjects

History

Ages

13 - 18  years old

   

Sessions

 

Session 1: Latinos and Native Americans Seek Equality

LESSON OBJECTIVES: 

Students will identify Cesar Chavez, United Farm Workers Organizing Committee, La Raza Unida, and American Indian Movement. 

Students will summarize the problems many Latinos shared.

Students will examine the lives and contributions of Cesar Chavez and Ben Nighthorse Campbell.

Students will summarize the problems Native Americans faced during much of the 20th century.

Students will analyze the tactics AIM used in its attempt to gain reforms.

Students will identify the victories the Native American movement could claim. 

Students will examine the movement patterns of migrant workers.

HOMEWORK

1) Complete Section 1 Assessment on page 925.

2) Read pages 928 - 932 in course textbook.

3) Start your course project. 

Session 2: Women Fight for Equality

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify feminism, Betty Friedan, National Organization for Women, Gloria Steinem, Equal Rights Amendment, and Phyllis Schlafly. 

Students will summarize the effects the civil rights and antiwar movements had upon many women. 

Students will examine the life and contributions of Gloria Steinem. 

Students will explain what prompted women to establish NOW.

Students will analyze the movement of African-American women to abolish racism and the attainment of civil rights. 

Students will analyze the concerns that motivated those who opposed the ERA.

Students will examine how the women's movement helped women to progress in American society. 

HOMEWORK

1) Complete Section 2 Assessment on page 932.

2) Read pages 933 - 939 in course textbook.

3) Complete the Interact with History project on page 939.

4) Continue working on your course project. You will present your project in the next session.

Session 3: A Culture and Counterculture

LESSON OBJECTIVES: 

Students will review their homework, present their Interact with History project and course project. 

Students will identify counterculture, Haight-Ashbury, The Beatles, and Woodstock.

Students will summarize the overriding goal of the counterculture movement. 

Students will analyze the events that hastened the decline of the counterculture movement.

Students will examine the roles counterculture and antiwar movements played in helping Richard Nixon win the presidency. 

Students will examine the lives of teenagers during the 1960s.

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