Unit Title a time of Upheaval 1960-1980

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A Time of Upheaval - 1960-1980


Unit Title

A Time of Upheaval - 1960-1980

Grade Level

10-12

Timeframe

Five weeks

Subject or Topic Area

A Changing Society

Summary of Unit

The Vietnam War ushered in an era of conflict among the American people resulting in insurmountable rifts while uncensored media coverage brought the Vietnam War into their homes and government crackdowns rocked the nation. The assassinations of Malcolm X, Martin Luther King, Jr. and Robert Kennedy affected the civil rights and antiwar movements. Faced with increasing pressure to end the war, President Nixon, while embroiled in the Watergate Scandal negotiated a settlement that brought neither peace nor honor to the United States and left an indelible legacy. On November 13, 1982 a monument was dedicated in Washington, D.C. to honor Americans who served in the Vietnam War and continues to help heal the deep wounds experienced by the American people as the nation continues to debate and protest involvement in wars.

Changes became evident in American culture and politics as well between 1960-1980 as more people focused on self-fulfillment, alternative religions, being a member of the “Me Generation”, furthering careers and seeking more recreation. The social messages in music are replaced with disco as the nations’ attention drifts from war. Social and environmental ills such as increasing poverty, rise in drug use and crime, struggle for civil rights and institutional accessibility, access to basic care and unchecked pollution are examined. The role of media encroaches more into American’s lives and investigative reporting becomes a norm for news coverage as well.


Overarching/ Essential Question(s)

United States History Overarching/ Essential Questions:

  1. What happens when cultures collide? ( 6.9, 6.12)

  2. What do we mean by stating the premise that “all men are created equal?” (6.4., 6.12, 6.16)

  3. From whose viewpoint, perspective or angle are we seeing, reading and/or hearing? (6.2, 6.4)

  4. How are events and people connected to each other? (6.1, 6.4, 6.16)

  5. What impact do leaders have on changing or continuing the course and power of a nation? (6.4, 6.9, 6.12, 6.16)

Topical Questions:

  1. Why was 1968 a year of crisis?

  2. What were the causes and goals of the student and antiwar movements?

  3. If you had been a teenager during the Vietnam War, what factors would have shaped your attitude toward the war, military personnel and war protestors and why?

  4. If you had been serving during the Vietnam War in a military or civilian capacity, how would you have felt about the events occurring during this time and now with the current wars?

  5. What is the meaning of History v. Hollywood, the connection to war time news coverage then and the role of media and “investigative reporting” then and now?

  6. Why was the Watergate Scandal a defining moment in Constitutional history?
  7. Why did Americans develop a new environmental awareness in the 1970s and what are your suggestions to increase awareness among your generation?


  8. Why do Ford and Carter’s foreign and economic policies affect your world today?

  9. How does American Society during change during this time period?

Established Goals: (Grade Cluster Expectations (GCEs) and Standards)

6.1 Causes and Effects in Human Societies:

6.2 Uses of Evidence and data

6.4 Historical Connections.

Civics and Government:

6.9 Meaning of Citizenship:

6.12 Human Rights

Economics:

6.16 Impact of Economic Systems:

Vital Results:

1.8 Reports

1.19 Research

1.21 Selection

1.22 Simulation and Modeling

2.1 Types of Questions

3.3 Respect


3.10 Teamwork

3.11 Interactions


4.1 Service

4.2 Democratic Processes

4.3 Cultural Expressions
4.4
Effects of Prejudice

4.5 Continuity and Change

4.6 Understanding Place


Introductory Activities

  1. Students will view, analyze and discuss the following visual texts e.g., The Century, America’s Time 1971-1975: Approaching the Apocalypse, Chronicle of a War and Dear America: Letters Home from Vietnam and No Time for Tears.

  2. Students will write reflective pieces connecting to the Overarching/Essential and Topical questions.

  3. Cooperative groups will create a “pop art” visual of the main events Nixon, Ford and Carter’s presidencies and display them in class.

  4. Students will create a visual reflecting their area of interest and research in dealing with the earth’s environment in celebration of Earth Day connecting to current events.

Enabling Activities

  1. Students will read and/or hear primary stories about the Vietnam War and share their reflections with their peers.

  2. Students will integrate graphic organizers and note taking into their study of American history.

  3. Students will listen to music from time periods and analyze how the lyrics reflect the times.

  4. What impact does social change have in the American culture from 1960-1980?

  5. Students will choose a political cartoon and identify the main issue addressed in the cartoon, and the techniques used by the cartoonist to influence people’s opinion of this issue. They will verbally present in class their interpretation and thoughts.

  6. Students will write, e.g., Constructed Response, Student Reflection Logs, Journals and Exit Cards relating to the visual and literal texts.
  7. Students will be responsible for selected vocabulary and assessed by written and performance based assessments.


  8. Students will maintain an individual portfolio of their work.

Performance Assessment

Interview Essay

You will conduct an interview with a person who lived during the 1960-1980 time period and make connections between the history of the times and its’ impact on your life and world events today. You will choose one of the Overarching/Essential questions and the option provided for you for the number of big ideas on the rubric.



You are required to complete the writing and peer review process in order to receive

credit -

  • First draft

  • Rewrite

  • Second draft

  • Rewrite

  • Peer evaluation

  • Final copy –word-processed Times Roman 12, double –spaced

  • You must meet all due dates

  • All components of the writing/peer review process must be handed in on time to receive full credit.

  • A completed self-reflection is required in order to receive credit.

  • Rubrics must be completed with written reasons for your choice of placement

  • You will present verbally your work to your peers.

Interview Essay

In what ways does my Interview Essay make clear connections to the Overarching/ Topical question I chose and reflect the story of the person and events of the era?

Option C:

(Level 3 difficulty)

Essay:
  1. 200- 250 words - word processed narrative double-spaced


  2. Overarching/Essential Question analyzed

  3. Connection to three of the “big ideas.”

  4. Three quotes from your interviewee.

Option B:

(Level 2 difficulty)

Essay:

  1. 300-350 words – word processed narrative double-spaced

  2. Overarching/Essential Question analyzed

  3. Connection to four of the “big ideas.”

  4. Four quotes from your interviewee.

Option A:

(Level 1 difficulty)

Essay:

  1. 400-450 plus words- word processed narrative double-spaced

  2. Overarching/Essential Question analyzed

  3. Connections to all of the five “big ideas.”

  4. Five or more quotes from your interviewee.

In order to receive credit, the

Writing and Peer Review Process must be completed on time.

In order to receive credit, the

Writing and Peer Review Process must be completed on time.


In order to receive credit, the

Writing and Peer Review Process must be completed on time.

Verbal Presentation:

Can refer to and read your notes




Verbal Presentation:

Can refer to refer your notes briefly




Verbal Presentation:

No reference to your notes during the presentation.




Writing Rubric - Interview


Category

4 - Above 

Standards

3 - Meets 

Standards

2 – Approaching

 Standards



1 Below

 Standards



Introduction

The introduction introduces the interviewee, location of interview and date

The introduction introduces the interviewee, location of interview and date

The introduction introduces the interviewee, but not the location of interview and date

The introduction barely introduces the interviewee, and not the location of interview or date

Support for Position

Includes 5 or more pieces of evidence

Includes 4 or more pieces of evidence

Includes 3 pieces of evidence

Includes 2 or fewer pieces of evidence

Body of the Interview with Evidence and Examples

Five examples of evidence are specific, relevant and explanations are given showing how each piece of evidence reflects the interviewee’s views.


Four examples of evidence are specific, relevant and explanations are given showing how each piece of evidence reflects the interviewee’s views.

Three examples of evidence are relevant and have an explanation barely showing how they reflect the interviewee’s views.

One to two examples of evidence that are NOT relevant AND/OR are not explained.

Accuracy

All supportive facts and statistics are reported accurately based on interview notes.

Almost all supportive facts and statistics are reported accurately based on interview notes.

Most supportive facts and statistics are reported accurately based but based on brief interview notes.

The facts are not reported because there are few to no interview notes

Transitions

A variety of thoughtful transitions are used. They clearly show how the big ideas are connected

Transitions show how the big ideas are connected, but there is little variety

Some transitions work well, but some connections between the big ideas are fuzzy.

The transitions between the big ideas are unclear OR nonexistent.

Conclusion

The conclusion is strong, restates the main views of the interviewee in the first sentence and leaves the audience solidly understanding the learning from the interview.

The conclusion is recognizable. The interviewee's position is restated within the first two sentences of the closing paragraph but the enduring learning is not clearly evident and in detail.


The interviewee’s position is restated within the closing paragraph, but not near the beginning and there is little evidence of enduring learning clearly detailed.

There is no conclusion - the paper just ends and weak or no evidence of detailed enduring learning.

Sentence Structure

All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not well-constructed or varied.

Grammar & Spelling

Author makes no errors in grammar or spelling

Author makes 1-2 errors in grammar or spelling.

Author makes 3-4 errors in grammar or spelling

Author makes more than 4 errors in grammar or spelling

Capitalization & Punctuation

Author makes no errors in capitalization or punctuation

Author makes 1-2 errors in capitalization or punctuation

Author makes a few errors in capitalization and/or

Author makes several errors in capitalization and/or punctuation.

GRASPS Task Design Prompts

Goal

Your task is to interview a person who lived during the 1960-1980 times.

The goal is to create an original piece representing your new knowledge from the interview.

The problem or challenge is placing yourself in the time of the 1960-1980 eras and disregard preconceived notions concerning the war.

The obstacles to overcome are placing yourself in another continuum in American history and demonstrating your knowledge and empathy for the people involved.

Role

You are to become a person of the times.

You have been asked to thoughtfully plan out the components of the interview integrating historical facts, your reflections clearly stating examples of your enduring learning.

Your job is to very thorough in your questions, reflections and making clear connections to the unit’s Overarching/Essential Question you chose and the Five Big Ideas.



Audience

Your clients are your peers.

The target audience is a person who was alive during the assigned time period.

You need to convince your peers, guests and teacher of your knowledge and ability to convey your topic in an original creative but historically accurate presentation.



Situation

The context you find yourself in is the United States during 1960-1980 time frame


Product, Performance, and Purpose

You will create an original written piece that clearly represents your individual thoughts, interpretations, and reflections of the era you chose.

in order to demonstrate your mastery of the topic and your ability to place yourself in another era of American history.

You need to develop a piece that reflects clear connections to the unit’s Overarching/ Essential Question you chose so that you will be able to share your knowledge verbally with your peers, teacher and any guest present.


Standards and Criteria for Success

Your performance needs to be complete, historically accurate, well-prepared, practiced, peer reviewed, and handed in on time.

Your work will be judged by your peers and teacher.

Your product must meet the following standards planning, organization, historical accuracy in content, original thinking, use of time in the writing and peer review process, connection to Overarching/Essential Question, the Five Big Ideas, speaking skills and evidence of learning.




Constructed Response for enabling activity

Constructed Response,

The American Odyssey, A Time of Upheaval 1960-1980

PART 1- You will write a Constructed Response choosing one of the given prompts connecting to one Overarching/Essential Question of your choice integrating the Five Big Ideas and demonstrating your knowledge of the1960-1080 era based on your readings including direct quotations.

Prompts-

John Lennon  "The thing the sixties did was to show us the possibilities and the responsibility that we all had. It wasn't the answer. It just gave us a glimpse of the possibility."  http://www.the60sofficialsite.com/
John Fitzgerald Kennedy

We stand today on the edge of a new frontier-the frontier of the 1960s, a frontier of unknown opportunities and perils-a frontier of unfulfilled hopes and threats. http://www.quotesea.com/quotes/with/1960s
Andy Warhol

During the 1960s, I think, people forgot what emotions were supposed to be. And I don't think they've ever remembered.


http://www.quotesea.com/quotes/with/1960s
Jimmy Carter

“America did not invent human rights. In a very real sense, it is the other way around. Human rights invented America.” http://thinkexist.com/quotes/jimmy_carter/


Mikhail Gorbachev

“America must be the teacher of democracy, not the advertiser of the consumer society. It is unrealistic for the rest of the world to reach the American living standard.” http://thinkexist.com/quotes/mikhail_gorbachev

Ronald Reagan

Above all, we must realize that no arsenal, or no weapon in the arsenals of the world, is so formidable as the will and moral courage of free men and women. It is a weapon our adversaries in today's world do not have. http://www.brainyquote.com/quotes/authors/r/ronald_reagan.html




Do They Know It's Christmas?"

It's Christmastime, there's no need to be afraid


At Christmastime, we let in light and we banish shade
And in our world of plenty we can spread a smile of joy
Throw your arms around the world at Christmastime
But say a prayer, Pray for the other ones
At Christmastime it's hard, but when you're having fun
There's a world outside your window
And it's a world of dread and fear

Where the only water flowing


Is the bitter sting of tears
And the Christmas bells that ring there are the clanging chimes of doom
Well tonight thank God it's them instead of you
And there won't be snow in Africa this Christmastime
The greatest gift they'll get this year is life
Where nothing ever grows
No rain nor rivers flow
Do they know it's Christmastime at all?
Here's to you
Raise a glass for everyone

Spare a thought this yuletide for the deprived

If the table was turned would you survive
Here's to them
Underneath that burning sun
You ain't gotta feel guilt just selfless
Give a little help to the helpless
Do they know it's Christmastime at all?
Feed the world

Bandaid

http://www.azlyrics.com/lyrics/bandaid20/dotheyknowitschristmas.htm

Directions:


Choosing two of the assigned prompts, reflect on the themes and ideas discussed. Your must express the main ideas and your own reflections on the comments. You may only use 75 words to complete your response.
Constructed Response Rubric:
Constructed Response Rubric- The Roots of Cultural Expressions and Opening Doors

Category

4 - Above 

Standards

3 - Meets 

Standards

2 – Approaching

 Standards



1 - Below Standards

Focus or Thesis Statement

The thesis statement names the topic of the constructed response and outlines the main points to be discussed.

The thesis statement names the constructed response of the essay.

The thesis statement outlines some or all of the main points to be discussed but does not address the topic

The thesis statement does not name the topic AND does not preview what will be discussed.


Support for Position

Includes 3 or more pieces of evidence

Includes 3 or more pieces of evidence

Includes 2 pieces of evidence

Includes 1 or fewer pieces of evidence

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

Accuracy

All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

Transitions

A variety of thoughtful transitions are used. They clearly show how ideas are connected

Transitions show how ideas are connected, but there is little variety


Some transitions work well, but some connections between ideas are fuzzy.

The transitions between ideas are unclear OR nonexistent.

Closing paragraph

The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.

The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.

The author's position is restated within the closing paragraph, but not near the beginning.

There is no conclusion - the paper just ends.

Sentence Structure

All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not well-constructed or varied.

Grammar & Spelling

Author makes no errors in grammar or spelling

Author makes 1-2 errors in grammar or spelling.

Author makes 3-4 errors in grammar or spelling

Author makes more than 4 errors in grammar or spelling




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