Post on 06-Aug-2020
Dr. Hartnell’s “The American Overhaul” Unit picks up in 1960
with the country awakening from the self-induced coma that was
the “Fabulous” Fifties and realizing that the past 10 years had
done nothing but distract it from major social and political is-
sues that required immediate attention. Minority groups, which
had been pushed aside and ignored for decades, were primed for a
change so powerful it would rattle the nation to its very core.
A simple act of defiance in Montgomery, Alabama soon sparked the
world’s most powerful movement for civil rights. A century after
Lincoln’s prophetic comments that “a house divided against it-
self cannot stand”, America underwent yet another major over-
haul. Presidential initiatives, judicial rulings, and social
protest during the 1960s created a climate of rebellion, con-
frontation, and upheaval not seen since the American Revolution.
This new generation of Americans rejected conformist lifestyles,
battled discrimination, expanded free expression, challenged
tradition, blasted the placidity of the previous decade, and,
for better or worse, dispelled the widespread respect for gov-
ernment that had prevailed since World War II. With such rest-
lessness at home, the U.S. struggled to remain superior to the
Soviets as it battled communism around the globe. When a devas-
tating conflict in Southeast Asia limped to an ignominious end
in 1975, America found itself on the eve of its Bicentennial...
but rather than celebrate 200 years of freedom, the country
found that its once rising sun was beginning to set.
Summary
01
Reading Assignment #1
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 15: The New Frontier & The Great Society Lesson 1: The New Frontier (pp. 362-366)
C15,L1 KEY READING VOCABULARY:
a. missile gap:
b. reapportionment:
c. due process:
C15,L1 KEY READING QUESTIONS:
1. How was the Presidential Election of 1960 different from
earlier campaigns?
2. What domestic policies made up JFK’s New Frontier?
3. How did the Supreme Court’s rulings in Baker v. Carr (1962)
and Reynolds v. Sims (1964) change state politics?
4. How did the Supreme Court’s decisions in Mapp v. Ohio
(1961), Gideon v. Wainwright (1963), Escobedo v. Illinois
(1964), and Miranda v. Arizona (1966) impact due process?
02
Reading Assignment #2
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 15: The New Frontier & The Great Society Lesson 2: JFK & The Cold War (pp. 367-371)
C15,L2 KEY READING VOCABULARY:
a. flexible response:
b. space race:
C15,L2 KEY READING QUESTIONS:
1. How was President JFK’s “flexible response” different from
President Eisenhower’s strategy for containing communism?
2. Why was the space race so important to the U.S.?
3. What was the most important foreign policy event during
JFK’s presidency? Why was it the most important event?
4. What effect did JFK’s assassination have on how his
presidency is remembered?
03
Reading Assignment #3
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 15: The New Frontier & The Great Society Lesson 3: The Great Society (pp. 372-375)
C15,L3 KEY READING VOCABULARY:
a. consensus:
b. subsidy:
C15,L3 KEY READING QUESTIONS:
1. What parts of President Johnson’s congressional background
helped him get his legislation approved?
2. Using the chart at the top of page #374, which Great Society
program do you think had the most effect on American life?
Why do you think so?
3. How did establishing the Medicare program reflect the ideas
of the Great Society programs?
4. What factors motivated President Johnson to try to help
Americans living in poverty?
04
Reading Assignment #4
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 16: The Civil Rights Movement Lesson 1: The Movement Begins (pp. 380-385)
C16,L1 KEY READING VOCABULARY:
a. “separate but equal”:
b. de facto segregation:
C16,L1 KEY READING QUESTIONS:
1. What techniques did the Civil Rights Movement use to
challenge segregation?
2. Why was the ruling in Brown v. Board of Education so
important? What previous court case did it overturn?
3. How did the Montgomery Bus Boycott create a mass movement for
change?
4. Why was Dr. Martin Luther King, Jr. so effective in getting
his message across?
05
Reading Assignment #5
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 16: The Civil Rights Movement Lesson 2: Challenging Segregation (pp. 386-391)
C16,L2 KEY READING VOCABULARY:
a. filibuster:
b. cloture:
C16,L2 KEY READING QUESTIONS:
1. What were the goals of the Student Nonviolent Coordinating
Committee?
2. How did the Kennedy Administration’s Justice Department help
the Civil Rights Movement?
3. How did the Civil Rights Act of 1964 allow the Federal
Government to fight racial discrimination?
4. What impact did the Selma March and the brutal response of
local police have on public opinion of the C.R. Movement?
06
Reading Assignment #6
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 16: The Civil Rights Movement Lesson 3: New Civil Rights Issues (pp. 392-395)
C16,L3 KEY READING VOCABULARY:
a. racism:
b. black power:
C16,L3 KEY READING QUESTIONS:
1. Why did riots break out in many cities in the late 1960s?
2. What attracted many young African-Americans to the Black
Power Movement? What role did Malcolm X play in this?
3. How did the Black Power Movement lead many people away from
Dr. King’s message of nonviolent disobedience and the goal
of integration?
4. In what way was Dr. King’s “mountaintop” speech prophetic?
How did his death affect the Civil Rights Movement?
07
Reading Assignment #7
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 17: The Vietnam War Lesson 1: Going to War in Vietnam (pp. 400-405)
C17,L1 KEY READING VOCABULARY:
a. Domino Theory:
b. guerilla:
c. napalm:
d. Agent Orange:
C17,L1 KEY READING QUESTIONS:
1. Why did the U.S. provide aid to the French in Indochina?
2. How did U.S. involvement in Vietnam change during the Kennedy
and Johnson Administrations?
3. Read the two opinions at the bottom of page #403. What is the
fundamental difference between Ball and Kennan?
4. What military tactics were used by the Vietcong? How did U.S.
troops respond?
08
Reading Assignment #8
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 17: The Vietnam War Lesson 2: Vietnam Divides the Nation (pp. 406-409)
C17,L2 KEY READING VOCABULARY:
a. credibility gap:
b. teach-in:
c. dove:
d. hawk:
C17,L2 KEY READING QUESTIONS:
1. Using the chart on page #407, in what year did opposition to
the Vietnam War peak? What consequence did this have?
2. How does the Supreme Court’s decision in Tinker v. Des Moines
(1965) affect your right to wear to school a t-shirt
supporting a cause you believe in?
3. Why was 1968 considered the most turbulent year of the 1960s?
4. Why was the Tet Offensive a turning point in the Vietnam War?
09
Reading Assignment #9
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 17: The Vietnam War Lesson 3: The War Winds Down (pp. 410-413)
C17,L3 KEY READING VOCABULARY:
a. linkage:
b. Vietnamization:
C17,L3 KEY READING QUESTIONS:
1. How did the invasion of Cambodia lead to the shootings at
Kent State University on May 4, 1970?
2. How did the “Christmas bombings” help put an end to U.S.
involvement in Vietnam?
3. How was the political and cultural aftermath of the Vietnam
War different from previous international conflicts?
4. Why did Daniel Ellsberg leak classified documents, known as
the Pentagon Papers, to the press in 1971?
5. How did the American public treat returning Vietnam veterans?
How are these veterans treated today?
10
Reading Assignment #10
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 18: The Politics of Protest Lesson 1: Students & The Counterculture (pp. 418-420)
C18,L1 KEY READING VOCABULARY:
a. counterculture:
b. hippies:
c. communes:
C18,L1 KEY READING QUESTIONS:
1. How were the protest techniques used by the student
protestors similar to those of the Civil Rights Movement?
How were they different?
2. What did “conformity” mean to hippies in the 1960s?
3. How did the types of clothes worn by hippies express the
counterculture’s way of thinking?
4. How did the counterculture movement affect the nation?
11
Reading Assignment #11
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 18: The Politics of Protest Lesson 2: The Feminist Movement (pp. 421-425)
C18,L2 KEY READING VOCABULARY:
a. feminism:
C18,L2 KEY READING QUESTIONS:
1. How did the success of the Civil Rights Movement encourage
women to organize?
2. What was one effect that Gloria Steinem had on the Feminist
Movement?
3. What was the Equal Rights Amendment? Why did the ERA fail to
be ratified?
4. Explain the impact each of the following had on women and
American society:
A. Equal Pay Act (1963):
B. Title IX (1972):
C. Roe v. Wade (1973):
12
Reading Assignment #12
Read the following pages in the course textbook to locate the
key vocabulary and answer the questions below.
Chapter 18: The Politics of Protest Lesson 3: Latino-Americans Organize (pp. 426-429)
C18,L3 KEY READING VOCABULARY:
a. repatriation:
b. bilingualism:
C18,L3 KEY READING QUESTIONS:
1. Why did many Mexicans migrate to the U.S. from the early to
mid-1900s? How did this affect American society?
2. How was the Latino approach to gaining civil rights similar
to African-Americans during the Civil Rights Movement?
How was it different?
3. Why did Cesar Chavez care so much about farm laborers’
rights?
4. How did groups such as the United Farm Workers and La Raza
Unida promote Latino civil rights?
13
Essential Questions (EQs)
Using the Guided Notes, class lectures/discussions, and reading
assignments, answer the following 20 Essential Questions. The
unit test will assess your mastery of each of these EQs.
EQ 5.01
The 1960s have often been called “revolutionary”. Determine if
this is a valid assessment by answering these questions:
A. What is a revolution? (Be sure to include political and
social revolutions in your explanation.)
B. What are some examples of political and social events
during the 1960s that could be categorized as “revolutionary”?
C. How did the “Counterculture Revolution” result from the
social and political factors of the 1950s? (In other words, how
did the suppression of ideas and culture during the 1950s result
in a cultural explosion during the 1960s?)
14
EQ 5.02
Explain these key items/events of the Civil Rights Movement:
A. Dred Scott v. Sandford (1857) – What was the ruling?
What impact did it have on society?
B. Reconstruction (1865-1877) – What happened during this time?
C. 13th, 14th & 15th Amendments – What do each of these say?
D. Jim Crow laws – Why were they created? What impact did they
have? Provide an example of one.
E. Scottsboro Boys - What happened? What impact did this have?
F. Plessy v. Ferguson (1896) – What was the ruling? What impact
did it have on society?
G. NAACP – What do the letters mean? What does it do?
H. W.E.B. Du Bois – For what is he known?
Essential Questions (EQs)
15
EQ 5.03
Explain these key people/items/events of the Civil Rights
Movement:
A. Thurgood Marshall – For what is he known?
B. Brown v. Board of Education of Topeka (1954) – What was the
ruling? What impact did it have on society?
C. Orval Faubus & “The Little Rock 9” – Who was Faubus? Who were
the “9”? How were they connected?
D. KKK – What do the letters means? What role did it play then?
What role does it play today?
E. Emmett Till – For what is he known?
F. Jackie Robinson – For what is he known?
G. Rosa Parks – For what is she known? What role did she play in
the Civil Rights Movement?
Essential Questions (EQs)
16
EQ 5.04
Explain these key people/items/events of the Civil Rights
Movement:
A. Martin Luther King, Jr. – For what is he known? What role did
he play in the Civil Rights Movement?
B. Montgomery Bus Boycott – When was it? Why was it done?
What did it accomplish?
C. Nonviolent resistance & “Soul Force” (including: Jesus
Christ, Henry David Thoreau, A. Phillip Randolph & Mahatma
Gandhi) – What is it? What attributes of these people were used
in the Civil Rights Movement?
D. “Sit-ins” & “Freedom Rides” – What were they? What impact
did they have?
E. SNCC – What do the letters mean? What role did it play?
F. CORE – What do the letters mean? What role did it play?
G. James Meredith – What role did he play in desegregating the
University of Mississippi?
Essential Questions (EQs)
17
EQ 5.05
Explain these key people/items/events of the Civil Rights
Movement:
A. Ross Barnett – What job did he have? What did he do concern-
ing the University of Mississippi?
B. Loyola of Chicago – What significance did this school have
on desegregating sports?
C. James Hood & Vivian Malone – What role did they play in
desegregating the University of Alabama?
D. George Wallace – What job did he have? What did he do con-
cerning the University of Alabama?
E. Eugene “Bull” Connor & “Project C” – What job did he have?
What did he do? What did “Project C” accomplish?
F. Medgar Evers & Byron De La Beckwith – Who was Evers? Who was
Beckwith? How were they connected?
G. March on Washington, D.C. & “I Have a Dream” – What was the
purpose of the march? What impact did MLK, Jr.’s speech have on
society and the Civil Rights Movement?
Essential Questions (EQs)
18
EQ 5.06
Explain these key people/items/events of the Civil Rights
Movement:
A. 16th Street Baptist Church Bombing – What happened? Who was
responsible? What happened to those involved?
B. Civil Rights Act of 1964 – What was it? What President signed
it into law? What impact did it have on society?
C. “Solid South” – What does this term refer to?
D. “Great Society” – What was it? What President worked toward
creating it? What did he hope to accomplish with it?
E. “Freedom Summer” of 1964 – Why was this summer such a
significant one during the 1960s?
F. Literacy tests, grandfather clause & poll tax – How were
these used to keep blacks from voting?
G. 24th Amendment – What does it say? Why is it significant?
Essential Questions (EQs)
19
EQ 5.07
Explain these key people/items/events of the Civil Rights
Movement:
A. Voting Rights Act of 1965 – What was it? What impact did it
have on society?
B. Mississippi Freedom Democratic Party (MFDP) – What was it?
What role did it play?
C. Selma campaign – What was it? Why was it such a major event
of the Civil Rights Movement?
D. Watts Riots – When did they happen? Where did they take
place? Why did they happen? What impact did they have?
E. 12th Street Riots – When did they happen? Where did they take
place? Why did they happen? What impact did they have?
F. Malcolm X – For what is he known? What role did he play in
the Civil Rights Movement?
G. Elijah Muhammad – For what is he known? What role did he play
in the Civil Rights Movement?
Essential Questions (EQs)
20
EQ 5.08
Explain these key people/items/events of the Civil Rights
Movement:
A. Nation of Islam – Who were they? What role did they play in
the assassination of Malcolm X?
B. “Black Power” – Why did it come about? Why did its message
not sit well with older members of the Civil Rights Movement?
C. Black Panthers – What role did they play then? What role do
they play today?
D. Tommie Smith, John Carols & 1968 Summer Olympics – What place
did they finish (and in what event) in the Olympics? What did
they do that was controversial? What happened as a result?
E. Assassination of MLK, Jr. – When? Who was involved? What
impact did it have on the Civil Rights Movement?
F. Assassination of Robert F. Kennedy – When? Who was involved?
What impact did it have on the Civil Rights Movement?
G. Regents of the University of California v. Bakke (1978) –
What was the ruling? What impact did it have on society?
Essential Questions (EQs)
21
EQ 5.09
Compare the beliefs and practices advocated by both Dr. Martin
Luther King, Jr. and Malcolm X concerning civil rights for black
Americans by answering these questions:
A. How did the two men differ in their approach?
B. How were both men perceived by American society?
C. Why is the “Black Power” perception of Malcolm X incorrect?
D. What happened to both leaders? How did society react in both
cases?
Essential Questions (EQs)
22
EQ 5.10
Historians disagree over the “end date” of the Civil Rights
Movement. Address and explain each of these events and show how
each could serve as the “end date” of the movement:
A. Assassination of MLK, Jr. in 1968.
B. Election of Barack Obama as U.S. President in 2008.
C. Still ongoing.
Essential Questions (EQs)
23
EQ 5.11
Explain the other protest movements of the 1960s by answering
these questions:
A. Student Movement (a.k.a. Counterculture Movement) – Who was
involved? Why did they form? Who were their key leaders? What
did they accomplish? What tactics did they use to accomplish
their goals?
B. Anti-Vietnam War Movement – Who was involved? Why did they
form? Who were their key leaders? What did they accomplish? What
tactics did they use to accomplish their goals?
C. Women’s Movement – Who was involved? Why did they form? Who
were their key leaders? What did they accomplish? What tactics
did they use to accomplish their goals?
D. Gay Rights Movement – Who was involved? Why did they form?
Who were their key leaders? What did they accomplish? What
tactics did they use to accomplish their goals?
Essential Questions (EQs)
24
EQ 5.12
Explain the other protest movements of the 1960s by answering
these questions:
A. United Farm Workers Movement – Who was involved? Why did they
form? Who were their key leaders? What did they accomplish? What
tactics did they use to accomplish their goals?
B. Hispanic Movement – Who was involved? Why did they form? Who
were their key leaders? What did they accomplish? What tactics
did they use to accomplish their goals?
C. American Indian Movement – Who was involved? Why did they
form? Who were their key leaders? What did they accomplish?
What tactics did they use to accomplish their goals?
D. Environmental Movement – Who was involved? Why did they form?
Who were their key leaders? What did they accomplish? What
tactics did they use to accomplish their goals?
Essential Questions (EQs)
25
EQ 5.13
Explain these key events/conflicts of the Cold War:
A. Sputnik – When? What impact did it have on the “Space Race”
and the Cold War?
B. The U-2 incident – When? Who was involved? What impact did
it have on the Cold War?
C. The Bay of Pigs Invasion – When? Why did it happen? Who was
involved? What impact did it have on the Cold War?
D. The Berlin Wall – When? Why did it happen? What impact did it
have on the Cold War? When did the wall come down?
E. The Cuban Missile Crisis – When? Why did it happen? Who was
involved? What impact did it have on the Cold War?
F. Apollo 11 – When? Who was involved? What impact did it have
on the “Space Race” and the Cold War? What conspiracies are
linked to this event?
Essential Questions (EQs)
26
EQ 5.14
Analyze the assassination of President Kennedy by answering
these questions:
A. Why was JFK in Dallas, Texas on November 22, 1963?
B. What “version” of the assassination was presented to the
American public by the Warren Commission?
C. What was the “Magic Bullet Theory”?
D. Select and explain 2 of the JFK conspiracy theories. Do they
hold any substantial merit?
E. Why do some historians say JFK’s assassination actually made
him a “better President” when it comes to his overall legacy and
ranking?
Essential Questions (EQs)
27
EQ 5.15
Explain the Vietnam War by answering these questions:
A. What caused the Vietnam War?
B. What impact did this war have on American society, military,
culture, music, and movies?
C. What impact did this war have on American foreign affairs
immediately following the war?
D. What impact does this war continue to have on American
foreign affairs today?
E. What did the Pentagon Papers reveal about the war? What
impact did they have on the public/government relationship?
Essential Questions (EQs)
28
EQ 5.16
Explain these key people/items/battles/events of the Vietnam
War:
A. First Indochina War – When? Where? Winner? Significance?
B. Second Indochina War – When? Where? Winner? Significance?
C. Battle of Dien Bien Phu – Winner? Significance?
D. 17th parallel – What was it? Impact on war?
E. Domino Theory – Impact on American foreign policy?
F. Ho Chi Minh – Which side did he support? For what is he
known?
G. National Liberation Front – Who were they? What other names
did they go by? What impact did they have on the war?
Essential Questions (EQs)
29
EQ 5.17
Explain these key people/items/battles/events of the Vietnam
War:
A. Gulf of Tonkin Crisis & Gulf of Tonkin Resolution – When?
Where? Impact on war?
B. Saigon & Hanoi – Where were they located? What roles did they
play during the war?
C. William Westmoreland – Which side did he support? For what is
he known?
D. Battle of Ap Bac – Winner? Impact on war?
E. Battle of Ia Drang Valley – Winner? Impact on war?
F. Battle of Khe Sanh – Winner? Impact on war?
G. Tet Offensive – Winner? Impact on war?
Essential Questions (EQs)
30
EQ 5.18
Explain these key battles/events of the Vietnam War:
A. Battle of Hamburger Hill – Winner? Impact on war?
B. My Lai Massacre – When? Where? Impact on war?
C. Easter Offensive – Winner? Impact on war?
D. Battle of Xuan Loc – Winner? Impact on war?
E. Paris Peace Accords – When? Impact on war?
F. Fall of Saigon – When? Winner? Impact on war?
Essential Questions (EQs)
31
EQ 5.19
Explain these key people/items/battles/events of the Vietnam
War:
A. “Limited war” – What was it? Impact on war?
B. Agent Orange & Napalm – What were they? Why were they used?
Impact on war?
C. “Teach-ins” – What were they? Where were they first held?
Impact on war?
D. Kent State Massacre & Jackson State Killings – When were
both? Where were both? What happened at both? Impact on war?
E. 26th Amendment – What does it say? How did the Vietnam War
speed up its ratification?
F. Vietnam Memorial – Where is it located? Who designed it? Why
is it designed they way it is?
Essential Questions (EQs)
32
EQ 5.20
Explain life during the 1960s by answering these questions:
A. What were the roles of men and women during the 1960s?
B. What kind of entertainment and sports did people enjoy during
the 1960s?
C. What were some of the fads and fashions of the 1960s?
D. What kind of music did people enjoy during the 1960s? What
made this decade’s “sound” unique?
E. Pick one song and one artist/band that was popular during
the 1960s. Why was this song popular? Why was this artist/band
popular?
Essential Questions (EQs)
33
YOUR NAME PERIOD