American Experience

Discussion Questions

These questions will help students explore the major ideas and themes in the video. See the Program Summary for descriptions of specific program segments.

Before Watching

1. In preparation for viewing the program, have students interview a parent, friend, or relative who was an adult or young adult in the 1960s and make a list of five cultural icons or events that the interviewee recalls from the mid-1960s. Then work with students to create a class chart of the 10 most important people and 10 most memorable events that occurred during LBJ's administration. Have students take additional notes to add to the chart about the events or people as they appear or are discussed in the film.

2. Ask students to brainstorm a list of songs and musicians they associate with the 1960s. Choose a song that is emblematic of the mid-1960s to play, such as "For What It's Worth" by Buffalo Springfield, "Subterranean Homesick Blues" by Bob Dylan, "Alice's Restaurant" by Arlo Guthrie, "Dancing in the Street" by Martha and the Vandellas, "A Simple Desultory Phillipic" by Simon and Garfunkel, or "Nowhere Man" by the Beatles. With the class, analyze the lyrics and music and determine how the song symbolizes the mid-1960s. What is its message? What issues is it concerned with? Are the issues still relevant today? Why or why not? Have students note how those issues were addressed by LBJ and his administration as they watch the program.

3. Invite a class discussion about the war in Vietnam. Ask students, Why was America involved in Vietnam? What was the outcome of the war? How did the war affect the U.S. at home and abroad? Develop a class chart with three columns: "What We Know", "What We Want to Know", and "What We've Learned." Record the main points of the class discussion in the first column and brainstorm a list of questions to answer. As students watch the program, have them take notes of new information to add to the third column.

After Watching

1. LBJ was one of the most effective congressman and senators in history. As president however, LBJ made crucial mistakes and is remembered for his inability to end the war in Vietnam. What was it about his personality and style that made him so effective in Congress. Why was LBJ unable to bring the war in Vietnam under control? Do students think Johnson is a tragic figure? Why or why not?

2. What do students think of LBJ's decision to remain committed, and to increase that commitment, to the war in Vietnam? What were his reasons? How did he respond to criticism about his policies? What might have happened if LBJ had ended the war in 1964 instead of escalating it? How might his reputation or legacy as a president been different?

3. LBJ was president during a very turbulent time in American history. Review the 10 most memorable events included in the chart above (see Question #1 in "Before Watching") and discuss LBJ's role in them. How might any other 20th century president have handled the turmoil of the 1960s?

4. Invite someone who served in Vietnam or who protested against the war to come speak to your class. Before the visit, work with the class to develop a list of questions for the visitor, including what he or she thought of LBJ and America's policies in Vietnam. As the guest talks and answers the questions, have students take notes to update the class chart (see Question #3 in "Before Watching"). (Note: You may wish to contact the local VFW for speakers.)