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UNIT 1: Living HistoryLesson 1: What, How and Who Do You Know?
OverviewIn this lesson, students will consider what they know about the 1960s, one of the most significant eras in recent history, and will assess how they learned what they know. Once students have established a foundation of information about the '60s, they will expand their knowledge using resources such as video, the Web books, and more. They will discover that one of the most important resources for information about this era will be people who lived through the decade, and experienced its effects firsthand. Grade Level: Grade 6 -12Time Needed for Completion:One or two 50-minute class periodsOn the Website:The About Page includes two great quotes as well as an overview of the times that can help set the tone for a classroom discussion.Learning ObjectivesStudents will be able to:
Teaching ProcedureDiscuss:Just as change and important events shape our lives today, many significant events happened in the 1960s. These events created great change not only in individuals' lives, but in society and throughout the world. We can still see the effects of the issues we faced, and changes that happened because of the events of the 1960s. Relatives and friends who lived through the 1960s can share their experiences and memories as a source of living history for all of us. Check out the Pop Culture page to find information that will help students create a clearer picture of what life was like in the Sixties. Ask: What do you know about the '60s? Identify big themes and issues.
Ask: Where did you get your information?
Ask:
View Video Clip(THE BEGINNING 1:54 - 5:56) After Viewing the ClipHave students build on their "What I Know About the '60s" list. Using what they've seen in the video, students can add issues, the names of significant people, places, events, etc. Extension Suggestion:Based on class discussion and the video clip, list three major issues of the 60's, five important names of people, and three questions you might ask a person who lived through the '60s.  Lesson 2: The People, the Places and the Things that Happened
OverviewIn this lesson, students will consider what they know about one of the most significant eras in recent history, the 1960’s, as well as how they learned what they know. In this lesson, students will think about why the '60s were considered the "Years that Shaped a Generation." They will watch video clips that describe major events and issues, create a comprehensive list of issues and events; and consider causes and effects of political struggles, cultural changes, and key individuals and their actions. They will consider how all of these issues fit together and shaped a time of passion, rage, creativity and great change. Grade Level: Grade 6 -12Time Needed for Completion:One or two 50-minute class periodsMaterials Required
Video Clips(Note: the video clips contain strong images and content which may not be appropriate for younger students. Teachers are reminded to preview the clips before showing them.)
On the WebsiteLearning ObjectivesStudents will be able to:
Teaching ProcedureTo help students understand the global effects of the events of the '60s, have students locate Vietnam, Cambodia, Laos, Russia, Czechoslovakia, France and Mexico on a world map before showing the video clips listed here. Have students look at the Sixties timeline to better understand the scope of the time period, the order of events, and other influences. Then (after previewing them yourself), show the video clips to the class. Although this may take time, presenting all the clips to the whole class will provide a broad overview of the decade and set the tone for further conversation. keep in mind that the video presents powerful and often disturbing images. Discuss the video clips and the students' perspectives on what happened in the 1960s. Ask:
Tell students that in the next lesson, they will choose one issue to research in greater depth. Encourage students to build on their "What I Know About the Sixties" lists from earlier lessons. Extension SuggestionCreate a graphic web to show how different events, issues, people and places mentioned in the videos relate and connect to each other. Lesson 3: Talking Issues and Taking Sides
OverviewIn this lesson, students will reflect on what they have learned about the events, actions, and reactions that shaped the 1960s. They will understand that people's opinions of the issues and events of the '60s were divided; that people at all levels of life disagreed on important issues and were willing to protest, fight, and sacrifice their comfort, freedom, and even their lives for what they believed was right. Students will view more video clips, and conduct research using a variety of resources. They will gather information about their subject; identify significant names and events connected with the subject area, and create a list of the different points of view and opinions. Grade Level: Grade 6 -12Time Needed for Completion:Two 50-minute class periodsMaterials Required
Video Clips(Note: the video clips contain strong images and content which may not be appropriate for younger students. Teachers are reminded to preview the clips before showing them.)
On the WebsiteCheck out these pages for many different points of view: Learning ObjectivesStudents will be able to:
Teaching ProcedureFrom student lists and discussion, identify five to seven big themes to explore in depth. Choose one area to learn about in greater depth. NOTE: Teachers may choose different ways to organize this, such as:
Examples Include:The Vietnam Conflict
Civil rights
Protest and Revolution
Politics and Politicians
Popular Culture
Research:Each group or individual will gather information about their subject, identify significant names and events connected with the subject area, and create a list of different points of view and opinions. View selected video clips View the timeline for related events and information, and consider when events occurred throughout the scope of the decade. Research using books or articles, and the Web (number of resources is based on ability level and age).
Identify multiple points of view: (e.g, pro- or anti-Vietnam War)As students research, remind them that their goals is to learn as much as they can about the different opinions that people has about their subject, and to understand why they believed what they did. ListFrom what students know and what they have just learned, list the different points of view that they have heard, read or discovered. Remind them to include their thoughts about why people disagreed about issues. Extension SuggestionsAs they research, remind students to keep notes on the following questions:
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