A+Turbulent+Time

=Unit 12: A Turbulent Time=
 * Identify major political and reform leaders of the 1960s and their accomplishments and failings
 * Recognize major foreign policies and events of the 19650s, including Cuba and Vietnam, as threats to peace and domestic policies
 * Describe the causes and results of the escalation of U.S. involvement in Vietnam in the 1950s and 60s
 * Give examples of the tactics used by those working for reform in environmental, social, and economic areas
 * Describe the domestic problems the nation faced in the 1960s and the ways in which the government addressed those problems
 * Identify individuals and groups who expanded the ideals of democracy
 * Assess the importance of relative location in the Cuban situation
 * Trace the causes and results of the black migration of the post-war era
 * Recognize the relationship between poverty and other societal ills
 * Describe the role of the media in disseminating information and forming public opinion

Links
John F. Kennedy Library & Museum

Key Words

 * bipartisan:** involving or relating to two political parties
 * ecology:** the scientific study of the interrelationships between living things and the environment
 * Peace Corps:** a volunteer agency that would let Americans share their experience and knowledge with people of less fortunate nations
 * CORE:** Congress for Racial Equality
 * NAACP:** the National Association fo the Advancement of Colored People, an organization of blacks and whites formed to fight racial injustice
 * SCLC:** Southern Christian Leadership Conference
 * Sit-in:** tactic used by protesters who sat down in segregated establishments and refused to leave
 * SNCC:** Student Nonviolent Coordinating Committee
 * New Frontier:** Kennedy's program to improve the economy and guarantee equality to all Americans
 * ZIP code:** __Z__one __I__mprovement __P__rogram number that tells the post office what area or place to deliver the mail
 * deficit:** spending more money that the government is bringing in from taxes, import duties, etc.
 * Great Society:** Lyndon Johnson's program to improve the lives of Americans
 * war on poverty:** Lyndon Johnson's plan to end poverty in the United States
 * guerrilla:** a soldier who fights by using surprise tactics to bring down the enemy
 * napalm:** jellied-gasoline explosives

Lesson 1: JFK
media type="youtube" key="OWIb0YnAUZ4" height="315" width="420" Ask What You Can Do For Your Country Garden of Praise JFK Peace Corp Kids World JFK Speech 1962


 * 1) Read Chapter 17 in //A History of US: All the People// by Joy Hakim
 * 2) Listen to JFK's comments upon establishing the peace corps Remarks
 * 3) Read Jack's path of courage : the life of John F. Kennedy / written by Doreen Rappaport
 * 4) What did JFK ask Americans to do in his inaugural address?

Lesson 2: Crises
Cuba and the Cold War The Cuban Missile Crisis Cuban Missile Crisis Simulator


 * 1) Locate Cuba on a map. How far is Cuba from the United States? Why was the reliatve location of Cuba so important to the United States during the Cuban missile crisis?
 * 2) Read Chapter 18 in //A History of US: All the People// by Joy Hakim
 * 3) Listen to JFK's speech about the Cuban Crisis @ Cuban Speech

Lesson 3: Time to Act
Freedom Has Come to Birmingham Fellowship of Reconcilation - Peace, Justice and Nonviolence Nonviolent Resistance Building the Beloved Community
 * 1) Read Chapters 19 & 20 in //A History of US: All the People// by Joy Hakim
 * 2) Look at the pictures on pages 98 and 99 in your book. How do you think seeing those pictures on television might influence a person who knew very little about conditions in the South?
 * 3) Use page 101 to make a chart of four major civil rights organizations. for each organization, chart the methods used and identify individuals or kinds of people who participated in the group.

Lesson 4: A Tragic Transition
We Shall Overcome Assassination 1. Choose someone who was born before 1953 and interview them about his or her memories of Kennedy's assassination. 2. Read Chapters 21 & 22 in //A History of US: All the People// by Joy Hakim 3. Read John F. Kennedy : a life of citizenship / written by Anne Todd

Lesson 5: The Great Society
LBJ's Great Society Lyndon Johnson Video Head Start Upward Bound Hey, Hey, LBJ
 * 1) Read Chapters 23 & 24 in //A History of US: All the People// by Joy Hakim
 * 2) What challenges did Johnson face in the war on Vietnam? What challenges did he face with the black community?
 * 3) Read Lyndon Baines Johnson / by Michael Burgan

Lesson 6: Still Not Equal
A Different Kind of Fight Malcolm X Alfred Nobel MLK's Nonviolent Beliefs The Martin Luther King, Jr. Center
 * 1) Do the MLK Scavenger Hunt MLK Hunt
 * 2) Read Chapters 25 & 26 in //A History of US: All the People// by Joy Hakim
 * 3) Complete the "Still Not Equal" worksheet

Lesson 7: More Guns than Butter
Coming Apart
 * 1) Read Timeline of the Vietnam War / Charlie Samuels
 * 2) Read Chapter 27 in //A History of US: All the People// by Joy Hakim
 * 3) media type="custom" key="20674154"

Lesson 8: Conflict Within Conflict
While the government spent billions on an unpopular war, many Americans at home struggled with poverty and inequality. Emboldened with the knowledge that television coverage could bring attention to their causes and sway public opinion, may groups took to the streets to fight for what they wanted. Others fought simply out of anger and frustration.

A War on Poverty Hey, Hey, LBJ Guy and Candie Carawan: A Personal Story Songs of the Civil Rights Movement Strange Fruit/PBS Protest Music The Promised Land


 * 1) Read Chapter 28 in //A History of US All the People// by Joy Hakim
 * 2) What role did television play in forming the opinion ordinary Americans had about the war?
 * 3) Read Heroes for civil rights / by David A. Adler
 * 4) Be prepared to discuss civil disobedience and the rights and responsibilities of citizenship
 * 5) Who was Thurgood Marshal? Write a brief bio for your Profiles section in your history notebook

Lesson 9: Women Speak Out
Women of the 1950s and 1960s were portrayed on television as having perfect, idyllic lives. According to TV, women loved taking care of their homes, husbands and children. In real life not all women wanted that role, but women didn't have a lot of options. Many wanted opportunities to develop and use their talents outside the home. Others believed traditional roles were best and that the new women's movement held potential for disaster. media type="youtube" key="wEhFbRXmMrU" height="315" width="560" media type="youtube" key="c75QdarAFKg" height="315" width="420"


 * 1) Read Chapter 28 in //A History of US All the People// by Joy Hakim
 * 2) Write a short bio on either Betty Friedan or Phyllis Schlafly for your Profiles section in your history notebook
 * 3) Read Rabble rousers : 20 women who made a difference / Cheryl Harness
 * 4) Read Gender Equality by Sean Connolly

Lesson 10: Moving North
The cotton gin chained blacks to the cotton fields of the South; the mechanical cotton picker cut them loose. This technological innovation triggered a mass migration unparalleled in recent times. Between 1910 and 1970, some 6.5 million blacks fled the rural South for the urban North.

The Rise and Fall of Jim Crow - Interactive Map Going to Chicago

> || || **New York** || **Chicago** || **Detroit** || > || 1910 || 91,630 || 44,000 || 5,741 || > || 1920 || 152,668 || 110,000 || 40,838 || > || 1930 || 327,828 || 240,000 || 149,119 || > || 1940 || 458,444 || 278,000 || 150,989 || > || 1950 || 747,610 || 492,000 || 300,506 || > || 1960 || 1,087,931 || 813,000 || 482,229 || > || 1970 || 1,604,379 || 1,102,620 || 660,428 ||
 * 1) Read African American migration / Tracee Sioux
 * 2) Read Chapter 30 in //A History of US All the People// by Joy Hakim
 * 3) What two inventions discussed in Chapter 30 altered the course of history? How?
 * 4) What problems did the migration pose for the African Americans who went north? What dangers did it pose for the nation?
 * 5) Create a bar graph using the following statistics. Do not include the commas when you enter the data.
 * >>> **African Americans in Northern Cities** ||
 * 1) Use your bar graph and answer the following: In which cities did the African-American population more than double by 1920? Which city had the largest African-American population between 1910 & 1970? Which city had the smallest African-American population between 1910 and 1970? In which hear did Detroit's African-American population increase 700 percent from the previous year?

Lesson 11: Migrants
Like African Americans, Mexican Americans had long suffered discrimination within an Anglo-dominated society. In the 1960s, a migrant farm worker named Cesar Chavez gave millions of Mexican Americans a voice in a far-reaching movement known as La Causa - the cause.

Cesar Chavez Chavez Biography
 * 1) Read A picture book of Cesar Chavez / by David A. Adler
 * 2) Read Chapter 30 in //A History of US All the People// by Joy Hakim
 * 3) Write a bio of Chavez to place in your Profiles section of your History notebook

Lesson 12: Hope and Hatred
In the late 1960s and early 1970s, confrontation threatened to replace compromise as a way to seek change. Would American society be able to withstand the tension and division as the battle for justice escalated into violence?

The anguish of social revolution reached a peak in 1968. Antiwar protests claimed the presidency of Lyndon Johnson. A bullet driven by racist hatred claimed the life of Dr. Martin Luther King, Jr. People feared for the future of justice in a land riddled with violence. The Native American Movement Bio of Ben Nighthorse Campbell A Dream Deferred
 * 1) Read A ripple of hope : the life of Robert F. Kennedy / Barbara Harrison
 * 2) Read Chapter 32 in //A History of US All the People// by Joy Hakim
 * 3) Select two of the following people and write a brief profile: Cesar Chavez; Dr. Martin Luther King, Jr.; President Lyndon B. Johnson; Robert F. Kennedy; Ben Nighthorse Campbell