LBJ UNIT PLAN LYNDON BAINES JOHNSON & THE GREAT SOCIETY

Mary Katherine Fawcett Mountain Brook High School LBJ UNIT PLAN 0|Page

Table of Contents
Unit Objective...pg.3 National Standards...................................pg.4 State Standards....Pg.5 Entry Levels Needed for Success.pg.16 Instructional Phase...pg.22 Post Instructional Phase..pg.85 Bibliography....pg.87 Student Assessment Analysis...pg.101

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Pre Instructional Phase

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Unit Objective and Sub Objectives

Given a teacher developed test and opportunity to work in small groups and individually, upon completion of a ten day unit, the eleventh grade American History from 1877 to the Present students will present elements of Lyndon Baines Johnsons presidency, including the fight against poverty, for economic development, for education reform, government expansion and equal rights for all Americans.

Knowledge
1. Identify Lyndon Baines Johnson and the Great Society. 2. Describe the five programs developed under the Great Society; Poverty Program, City Reform Program, Education Reform Program, Discrimination Reform Program, Environmental Reform Program, and Consumer Advocacy Program. 3. Identify Economic Opportunity Act 4. Identify Medicare and Medicaid 5. Identify Barry Goldwater, The Head Start, VISTA (Volunteers in Service to America), and the Job Corps. 6. Identify- The Department of Housing and Urban Development (HUD), and the Department of Transportation. 7. Identify- the Elementary and Secondary Education Act of 1965, and the Public Broadcasting System 8. Identify Wilderness Preservation Act, Water Quality Act, Clean Air Act, and the Air Quality Act. 9. Identify Civil Rights Act of 1964, Immigration Act of 1965, Voting Rights Act of 1965, and Civil Rights Act of 1968. 10. Define Affirmative Action. 11. Identify the Gemini Program, Ed White, and the Apollo Program. 12. Identify Earl Warren and Describe the 25th Amendment 13. Define Reapportionment. 14. Identify Brown v. Board of Education (1954), Mapp v. Ohio (1961), Gideon v. Wainwright (1963) Reynolds v. Sims (1964), and Miranda v. Arizona (1966).

Comprehension
15. Explain the positive and negative outcomes of Johnsons fight against poverty. 16. Explain the positive and negative outcomes of the economic expansion. 17. Explain the impact of Johnsons welfare policies had upon government spending and the economy, administration approval rating, and the size of the federal government. 18. Explain the positive and negative outcomes of Johnsons educations reform. 19. Explain how the civil rights legislation passed under Johnson changed the welfare, employment, and political environments for minorities and women.
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20. Explain how civil rights legislation tackled cultural crippling stereotypes. 21. Explain the significance of the Space Race, and Gemini and Apollo Programs. 22. Explain the significance of the Warren Court decisions. 23. Summarize why Vietnam was the downfall of Lyndon Johnson.

Analysis
24. Analyze causes and rational behind the Johnsons Great Society programs. 25. Discuss the immediate and long terms effects of the social programs administered under the Great Society. 26. Discuss the significance Johnson and his administrations policy may have played in the Civil Rights Movement and in Vietnam. 27. Distinguish between Kennedy and Johnson domestic and foreign policies. 28. Discuss how Vietnam may have deteriorated Johnson approval rating, and his ability to pass domestic legislation. 29. Infer on the drastic effects of the Great Society had on the free market, as well as, subculture within the United States.

Synthesis
30. Relate how socialistic ideals were implemented under Lyndon Johnsons presidency.

Evaluate
31. Compare John F. Kennedys New Frontier to Lyndon B. Johnsons Great Society. 32. Compare socialism, democracy, and the concept of checks and balances. 33. Attach a form of political theory to Johnsons Great Society.

Aligning National and State Standards

The following NATIONAL STANDARDS related to the lesson objectives are found at http://www.nchs.ucla.edu/Standards/us-history-content-standards/us-era-9-1#section-1 United States Post War Era 9: 1945 Early 1970s Standard 3: Domestic policies after World War II Standard 3B: The student understands the New Frontier and the Great Society. I. Examine the role of the media in the election of 1960. II. Evaluate the domestic policies of Kennedys New Frontier. III. Evaluate the legislation and programs enacted during Johnsons presidency. IV. Assess the effectiveness of the Great Society programs. V. Compare the so-called second environmental movement with the first at the beginning of the 20th century.
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Standard 4: The student understands the Second Reconstruction and its advancement of civil rights. Standard 4C: The student understands the Warren Courts role in addressing civil liberties and equal rights. I. Analyze the expansion of due process rights in such cases as Gideon v. Wainwright and Miranda v. Arizona and evaluate criticism of the extension of these rights for the accused. II. Explain the Supreme Courts reasoning in establishing the one man, one vote principle. III. Evaluate the Supreme Courts interpretation of freedom of religion. IV. Assess the effectiveness of the judiciary as opposed to the legislative and executive branches of government in promoting civil liberties and equal opportunities. The following STATE STANDARD related to the lesson objectives can be found by accessing the Social Studies Alabama Course of Study at http://alex.state.al.us/standardAll.php?ccode=UH4&subject=T1&summary=3 Eleventh Grade United States History 1877 to the Present
9.) Describe major domestic events and issues of the Kennedy and Johnson Administrations. Explaining the impact of the New Frontier and the Great Society on the people of the United States Describing Alabama's role in the space program under the New Frontier

Arranging Sub-Objectives in Mini-Units

Mini Unit #1: Who is Lyndon Johnson? 1. Identify Lyndon Baines Johnson (Knowledge) 2. Identify Barry Goldwater. (Knowledge) 3. Generalize the biographical information of LBJ. (Comprehension) Mini Unit #2: Introduction to Lyndon Johnsons Great Society 1. Identify the Great Society. 2. Describe the programs developed under the Great Society; Poverty, Education, Health, Environment, Civil Rights, Immigration, and Culture. (Knowledge) 3. Explain causes and rational behind the Johnsons Great Society programs. (Knowledge)

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4. Discuss the immediate and long terms effects of the social programs administered under the Great Society.(Comprehension) 5. Demonstrate understanding of the purpose of the great society. (Application) 6. Analyze LBJs Great Society Speech. (Analysis) Mini Unit #3: Johnsons Fight on Poverty, Health, Education, and Environment Reforms. 1. Identify Economic Opportunity Act, Medicare and Medicaid, The Head Start, VISTA (Volunteers in Service to America), and the Job Corps, The Department of Housing and Urban Development (HUD), and the Department of Transportation, Elementary and Secondary Education Act of 1965, and the Public Broadcasting System, Wilderness Preservation Act, Water Quality Act, Clean Air Act, and the Air Quality Act. (Knowledge) 2. Explain the positive and negative outcomes of Johnsons fight against poverty. (Comprehension) 3. Explain the positive and negative outcomes of the economic expansion. (Comprehension) 4. Explain the impact of Johnsons welfare policies had upon government spending and the economy, administration approval rating, and the size of the federal government. (Comprehension) 5. Analyze causes and rational behind the Johnsons Great Society programs. (Analysis) 6. Discuss the immediate and long terms effects of the social programs administered under the Great Society. (Analysis) 7. Distinguish between Kennedy and Johnson domestic and foreign policies. (Analysis) 8. Distinguish between Kennedy and Johnson domestic and foreign policies. (Analysis) 9. Infer on the drastic effects of the Great Society had on the free market, as well as, subculture within the United States. (Analysis) Mini Unit #4: Johnson Fights for Human Equality 1. Identify Civil Rights Act of 1964, Immigration Act of 1965, Voting Rights Act of 1965, and Civil Rights Act of 1968. (Knowledge) 2. Identify - Escobedo v. Illinois, Miranda v. Arizona, Reynolds v. Smith (Knowledge) 3. Explain how the civil rights legislation passed under Johnson changed the welfare, employment, and political environments for minorities and women. (Comprehension) 4. Explain how civil rights legislation tackled cultural crippling stereotypes. (Comprehension) Mini Unit #5: The Pros and Cons of the Great Society 1. Describe the five programs developed under the Great Society; Poverty Program, City Reform Program, Education Reform Program, Discrimination Reform Program, Environmental Reform Program, and Consumer Advocacy Program. (Knowledge)

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2. Explain the positive and negative outcomes of Johnsons fight against poverty. (Comprehension) 3. Explain the positive and negative outcomes of the economic expansion. (Comprehension) 4. Explain the impact of Johnsons welfare policies had upon government spending and the economy, administration approval rating, and the size of the federal government. (Application) 5. Explain the positive and negative outcomes of Johnsons educations reform. (Application) 6. Explain how the civil rights legislation passed under Johnson changed the welfare, employment, and political environments for minorities and women. (Application) 7. Explain how civil rights legislation tackled cultural crippling stereotypes. (Application) 8. Analyze causes and rational behind the Johnsons Great Society programs. (Analysis) 9. Discuss the immediate and long terms effects of the social programs administered under the Great Society. (Analysis) Mini Unit #6: The Significance of the Space Race and the Expansion of the Federal Government 1. 2. 3. 4. Identify the Gemini Program, Ed White, and the Apollo Program. (Knowledge) Identify Earl Warren and Describe the 25th Amendment. (Knowledge) Define Reapportionment. (Knowledge) Identify Brown v. Board of Education (1954), Mapp v. Ohio (1961), Gideon v. Wainwright (1963) Reynolds v. Sims (1964), and Miranda v. Arizona (1966). (Knowledge) 5. Explain the significance of the Space Race, and Gemini and Apollo Programs. (Comprehension) 6. Explain the significance of the Warren Court decisions. (Comprehension) 7. Distinguish between Kennedy and Johnson domestic and foreign policies. (Analysis) Mini Unit #7: Vietnam: Johnsons Downfall 1. Identify Lyndon Baines Johnson, and Vietnam. (Knowledge) 2. Summarize why Vietnam was the downfall of Lyndon Johnson. (Comprehension) 3. Distinguish between Kennedy and Johnson domestic and foreign policies where Vietnam is concerned. (Comprehension) 4. Interpret how Vietnam may have deteriorated Johnson approval rating, and his ability to pass domestic legislation. (Application) 5. Infer on the drastic effects of the Great Society had on the free market, as well as, subculture within the United States. (Analysis) 6. Relate how socialistic ideals were implemented under Lyndon Johnsons presidency. (Synthesis)

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The first mini unit introduces the students to President Lyndon Baines Johnson and his personal and political successes until his inauguration. There is a topical justification for placing this mini-unit first, but the reasoning goes deeper. It is vital to the entire unit to understand the man behind the programs initiated in the United States during the 1960s, Lyndon B. Johnson. Therefore, this unit will give a biographical background of the intense designer of the The Great Society. The second mini presents to the students the legislation and social policies pushed through by the Johnson administration known as the Great Society. The Great Society was designed to aid the conditions and economic situations for those below the poverty line, reformation of education and environmental law, racial equality, and the expansion of the federal government. Mini Unit two will introduce the socialist characteristics of much of these particular programs, the role of the sympathetic congress played in passing the Great Society, and democratic solutions that were ignored for the purpose of avoiding checks and balance and to push through an administrations cultural agenda. The third mini unit will examine Johnsons fight on poverty, education, and environmental reforms developed under the Great Society. Learners will engage in an interactive lecture guided by a graphic organizer and PowerPoint. Mini unit three is organized by topic to aid the learners to in remembering the significant connections between legislations, policies, programs, and outcomes without being confused by chronological interruptions. The LBJ administration and the Great Society were occurring in the 1960s, an era that changed the direction of American life. It was the 1960s that brought the U.S. the climax of Vietnam and the Civil Rights Movement. Therefore the instructor desires to compartmentalize the legislation to increase later increase understanding of cultural evolution. The fourth mini unit introduces and scrutinizes equal rights issues specifically concerning minorities and women that were addressed via Supreme Court decisions, legislations, and advocacy under Lyndon Johnson. Students will analyze and discuss short and long term social, economic, and ideological outcomes and ramifications of the equal rights solutions. Specifically, but not limited to ; Brown v. Board of Educations decision, Civil Rights Act of 1964, Immigration Act of 1965, Voting Rights Act of 1965, and the Civil Rights Act of 1968. The fifth mini unit aims to investigate the four previous mini units with the purpose of gaining perspective of the programs that were passed under the name of the Great Society. Students will be divided into peer groups and will analyze secondary documents that present both positive and negative perspectives programs implemented under the Great Society. Students will engage in question and answer, as well as, Socratic seminar discussion in which the effects and impact of the programs had on the American society in the 1960s and now will be presented through a teacher guided and student lead debate

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economic crisis and the social programs of the Great Society and put a spot light on United States role in the Space Race and Johnsons position on the expansion of the federal government via legislation and creation of modern norms within the executive and legislative branch of the federal government. The seventh mini unit presents the reasoning for Lyndon Johnson presidential downfall, Vietnam. Vietnam proved to be too much for LBJ, and was the dominating reason Johnson did not run for re-election. Students will identify the Gun or Butter concept, and understand the tragedy that was Vietnam on a domestic and global scale. Mini Unit seven is the last unit because it wraps up LBJs presidency, and will prepare the students for the proceeding Vietnam Unit.

Structural Over-View
*Please view A 1 for detailed and complex Structural Overview.*

Table of Content Specification

Information & Facts Vocabulary
1. Economic Opportunity ActThe Economic Opportunity Act of 1964 attempted to prepare the poor for successful competition in an expanding economy. It combined new and existing programs of service by professionals. It also created Head Start and VISTA. 2. MedicareMedicare provides hospital insurance and low-cost medical insurance for almost every American age 65 and over. 3. MedicaidMedicaid extended health insurance to welfare recipients including the poor and disabled. 4. The Head StartThis was an education program for underprivileged preschoolers. It provided poor, disabled, and minority kids with extra academic assistance through pre-school in order to ensure educational success. 5. VISTA (Volunteers in Service to America) was like a domestic peace corps. It organized

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youth volunteers to work in economically depressed areas. 6. Job CorpsThis was a youth training program providing vocational training, remedial education, health care, and personal counseling to disadvantaged youth in order to enable them to find work. 7. The Department of Housing and Urban DevelopmentIt is a Cabinet department in the Executive branch of the United States federal government. It was founded as a Cabinet department in 1965, as part of the "Great Society" program of President Lyndon Johnson, to develop and execute policies on housing and metropolises. 8. Department of Transportation It is a federal Cabinet department of the U.S. government concerned with transportation. It was established by an act of Congress on October 15, 1966, and began operation on April 1, 1967. Its mission is to "Serve the United States by ensuring a fast, safe, efficient, accessible, and convenient transportation system that meets our vital national interests and enhances the quality of life of the American people, today and into the future." 9. Elementary and Secondary Education Act of 1965The Elementary and Secondary Education Act of 1965 provided more than $1 billion in federal aid to help public and parochial schools purchase textbooks and new library materials. This was the first major federal aid package for education in the nations history. 10. Public Broadcasting SystemIn 1967, the Corporation for Public Broadcasting was formed to fund educational TV and radio broadcasting. PBS continues to show educational programming today such as Sesame Street. Mister Rogers Neighborhood was also a longtime favorite. 11. Wilderness Preservation ActIt directed the Secretary of the Interior, within 10 years, to review every roadless area of 5,000 or more acres and every roadless island (regardless of size) within National Wildlife Refuge and National Park Systems and to recommend to the President the suitability of each such area or island for inclusion in the National Wilderness Preservation System, with final decisions made by Congress. The Secretary of Agriculture was directed to study and recommend suitable areas in the National Forest System. The Act provides criteria for determining suitability and establishes restrictions
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on activities that can be undertaken on a designated area. Under authority of this Act over 25 million acres of land and water in the National Wildlife Refuge System were reviewed. Some 7 million acres in 92 units were found suitable for designation. From these recommendations, as of December 1998, over 6,832,800 acres in 65 units have been established as part of the National Wilderness Preservation System by special Acts of Congress. 12. Water Quality ActStates were directed to develop water quality standards establishing water quality goals for interstate waters. 13. Clean Air ActIt authorized the development of a national program to address air pollution related environmental problems, and authorized research into techniques to minimize air pollution. 14. Air Quality Act. It authorized enforcement procedures for air pollution problems involving interstate transport of pollutants, and authorized expanded research activities 15. Civil Rights Act of 1964The CRA of 1964 was originally proposed by JFK, but steered through Congress by LBJ. LBJ asked Congress to do it in memoriam of JFK. It consisted of three main parts: The law barred discrimination on the basis of race in public accommodations in the US. It authorized the Justice Department to bring suit against states that discriminated against women and minorities. And, it guaranteed equal opportunities in the work place. 16. Immigration Act of 1965It abolished the national origins quota system that was American immigration policy since the 1920s, replacing it with a preference system that focused on immigrants' skills and family relationships with citizens or U.S. residents. Numerical restrictions on visas were set at 170,000 per year, with a per-country-of-origin quota, not including immediate relatives of U.S. citizens, nor "special immigrants". 17. Voting Rights Act of 1965It ended literacy tests for voting and allowed federal agents to monitor registration. 18. Civil Rights Act of 1968It prohibited discrimination in housing and real estate. It also provided protection
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for civil rights workers. 19. Gemini ProgramLBJ initiated the Gemini program, which saw 10 flights between March 1965 and November 1966. Gemini 1 and 2 were unmanned, but Gemini began the 2-man flights to practice the complex rendezvous and docking maneuvers required for a moon landing. Gemini 4 saw the 1st American spacewalk when Ed White spent 20 minutes outside the capsule on a 24-foot umbilical (the Soviets had done this 3 months earlier). Gemini 6 and 7 (Dec 1965) accomplished the first rendezvous in space when #6 caught up with and flew alongside #7 before coming back down. Gemini 8 (Mar 1966) accomplished another 1st by docking with an unmanned vehicle. 20. Apollo ProgramThe Apollo program was started in January 1967. Unfortunately it began with a disaster. Apollo 1s crew of Gus Grissom (part of the original Mercury group), Ed White, and Roger Chaffee were engulfed in flames. The Apollo 1 disaster delayed the program for almost 2 years. There was never an Apollo 2 or 3 designated. Apollo 4, 5, and 6 were unmanned as they tested the new Saturn V rocket. Apollo 7 saw the return of the manned flights and the first live TV from space. In December 1968, Apollo 8 became the first flight to orbit the moon. Jim Lovell (Apollo 13) was in charge of the mission. Apollo 11 was the spaceflight that landed the first humans on the Moon, Americans Neil Armstrong and Buzz Aldrin, on July 20, 1969. 21. 25th AmendmentThe 25th amendment provided for the president to nominate a new VP whenever a vacancy occurs in that position. It also provides for temporarily relieving a president in the case of illness or other reason. 22. Brown v. Board of Education The case that came to be known as Brown v. Board of Education was actually the name given to five separate cases that were heard by the U.S. Supreme Court concerning the issue of segregation in public schools. While the facts of each case are different, the main issue in each was the constitutionality of state-sponsored segregation in public schools. Chief Justice Earl Warren delivered the opinion of the Court, stating that "We conclude that in the field of public education the doctrine of separate but equal has no place. Separate educational facilities are inherently unequal. . ." 23. Mapp v. Ohio The case originated in Cleveland, Ohio, when police officers forced their way into Dollree Mapp's house without a proper search warrant. Police believed that Mapp was
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harboring a suspected bomber, and demanded entry. No suspect was found, but police discovered a trunk of obscene pictures in Mapp's basement. Mapp was arrested for possessing the pictures, and was convicted in an Ohio court. Mapp argued that her Fourth Amendment rights had been violated by the search, and eventually took her appeal to United States Supreme Court. At the time of the case unlawfully seized evidence was banned from federal courts but not state courts. The U.S. Supreme Court ruled in a 5-3 vote in favor of Mapp. The high court said evidence seized unlawfully, without a search warrant, could not be used in criminal prosecutions in state courts. 24. Gideon v. Wainwright The individual at the center of this case, Clarence Gideon, sent a handwritten petition to the Supreme Court challenging his conviction for breaking into a Florida pool hall. He argued that he did not have a fair trial because he had not been given a lawyer to help him with his defense. The Court held that the Sixth Amendments protection of the right to counsel meant that the government must provide an attorney for accused persons who cannot afford one at public expense. 25. Reynolds v. SimsVoting districts in AL were drawn up in 1901. In the 60 years since, the population had shifted away from farming communities to cities and suburbs. This allowed rural counties (with 1/4th the population) to still control both houses of the state legislature. B. A. Reynolds and other Jefferson County residents went to court saying that their votes had only 1/16th the weight of rural votes. In an 8-1 decision, the Supreme Court said that no less substantially equal state legislature representation for all citizens . . . was acceptable. 26. Miranda v. Arizona Ernesto Miranda was arrested for the theft of $8 in cash from an Arizona bank worker. During 2 hours of questioning, Miranda, who was never offered a lawyer, confessed not only to the $8 theft, but also to kidnapping and raping an 18 year old woman 11 days earlier. The woman, who was slightly mentally retarded, identified him in a police lineup. He was denied an attorney during questioning (6th) and of his right to remain silent (5th). After unburdening himself to the officers, Miranda was taken to meet the rape victim for positive voice identification. Asked by officers, in her presence, whether this was the victim, Miranda said, "That's the girl." The victim stated that the sound of Miranda's voice matched that of the culprit. The Supreme Court ruled that, the defendants confession was inadmissible because he was not in any way (informed) of his right to council nor was his privilege against self-incrimination effectively protected in any other manner. It also created the Miranda warnings that most of us are familiar with.
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People
1. Lyndon Baines JohnsonLBJ was from Johnson City, TX. His father Sam served 5 terms in the TX legislature. LBJ graduated from SW Texas State Teachers College (1930) and even taught for a year before going into politics. It was there that he met and married Claudia Taylor (Lady Bird). They had 2 daughters, Lynda B. and Luci Baines. In 1937, he became a member of Congress, championing public works, reclamation, and public power programs. During WW2, he served a brief tour of duty with the Navy. In 1948, he became a US Senator, and by 1953 had become Senate Democratic leader. He became the Democratic vice president of JFK and completed his presidency upon his assassination, becoming the 36th President of the United States. He then ran for his own in 1964, but declined the nomination in 1968. Within months of his swearing in, LBJ had guided through Congress both the largest expansion of the Welfare state since the New Deal and the most significant civil rights legislation since Reconstruction. His domestic programs came to a halt when the Vietnam War spiraled out of control in the late 60s. 2. Barry GoldwaterHe was a Senator from Arizona and the Republican nominee in the 1964 election. Goldwater proposed the dismantling of the welfare state ending social security, lessening price supports for farmers, and privatizing the TVA. He opposed federal imposition of civil rights on southern states, and also supported the use of nuclear weapons against the North Vietnamese. Goldwater was extremely conservative in Domestic policy and an advocate of strong military action to protect US interests in Vietnam. The Goldwater campaign led the way for the new Republican conservatism that would be seen in the 1980s and 1990s. 3. Ed White Edward Higgins White, II was an engineer, U.S. Air Force officer, and NASA astronaut. On June 3, 1965, he became the first American to "walk" in space. 4. Earl WarrenEarl Warren was an American jurist and politician who served as the 14th Chief Justice of the United States and the 30th Governor of California. He is best known for the decisions of the Warren Court, which ended school segregation and transformed many areas of American law, especially regarding the rights of the accused, ending public-school-sponsored prayer, and requiring "one-man-one vote" rules of apportionment. He made the Court a power center on a more even base with Congress and the presidency especially through four landmark decisions: Brown v. Board of
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Education (1954), Gideon v. Wainwright (1963), Reynolds v. Sims (1964), and Miranda v. Arizona (1966). Warren is one of only two people to be elected Governor of California three times, the other being Jerry Brown. Before holding these positions, he was a district attorney for Alameda County, California, and Attorney General of California. Warren was also the vice-presidential nominee of the Republican Party in 1948, and chaired the Warren Commission, which was formed to investigate the 1963 assassination of President John F. Kennedy.

Concepts 1. Great Society

Johnsons programs on poverty aid, education reform, healthcare expansion, economic development, and conservation efforts were known has his Great Society. Consisted primarily of these three things: abundance and liberty for all, an end to poverty, and an end to racial injustice Reapportionment The process of reallocating representatives to the districts of a state based on changes in demographics and increases and decreases in population. Affirmative ActionIt is the policy of providing special opportunities for, and favoring members of, a disadvantaged group who suffer discrimination. SocialismA way of organizing a society in which major industries are owned and controlled by the government rather than by individual people and companies. Checks and BalancesA system that allows each branch of a government to amend or veto acts of another branch so as to prevent any one branch from exerting too much power.

2.

3.

4.

5.

Relationships & Generalizations

1. The forty plus percent of Americans that were unspoken for during the Post-War boom were a driving force behind Johnsons fight on poverty. 2. LBJ had guided through Congress both the largest expansion of the Welfare state since the New Deal and the most significant civil rights legislation since Reconstruction 3. LBJ used the assassination of JFK to push through legislation. 4. Much of the policies LBJ presented to congress were extreme versions of the policies and legislations JFK presented to congress. 5. The Great Society achieved some reductions in poverty -- between 1965 and 1968, for example, black-family income rose from 54 percent to 60 percent of white-family income.

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6. Truman had proposed a centralized health care scheme more than 20 years earlier, but had failed to gain congressional passage. Under Johnson's leadership, Congress enacted Medicare, a health insurance program for the elderly, and Medicaid, a program providing health-care assistance for the poor.

Processes & Procedures

1. Listening to short lectures on the Lyndon B. Johnson administration and characteristics of the Great Society. 2. Deciding what is important and recording key people, ideas, legislation, etc. of this particular era. 3. Analyzing primary documents such as the Great Society speech made by Lyndon Johnson in 1964. 4. Discussing natural rights and the right of citizenship, and how they tie into the Civil Rights and Liberties reforms of the 1960s 5. Working with new teaching/learning strategies to separate texts and take notes.

Entry Skills Needed for Success Cognitive

1. Has an understanding that Lyndon Johnson championed on the United States state of grief and fear following the aftermath of the assentation of John F. Kennedy and the Cold War. 2. Recognizes the impact and domestic strain Johnsons Great Society programs and delegation of Vietnam have caused the American people. 3. Understands how Johnsons fight on poverty, reforms to education and environment, Civil Rights legislation, and role in initiated a divide between sub-cultural groups within the American population. 4. Can incorporate comprehensive reading skills to engage and understand primary and secondary documents. 5. Has and understanding of socialism and checks and balances, and understand the role the two theories played in the implementation of the great society.

Affective
Shows appreciation and sensitivity to racial diversity during the discussions on civil rights tensions in the United States during era of the 1960s. 2. Appreciates the mini-units on education and environmental reforms, as well as, science and space. 3. Shares opinions and analysis about the content with the class.
1.

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4. Shows appreciation and respect for the student teacher- developed lessons and activities by actively engaging with the lectures and activities.

Social
1. Respects the opinions and ideas of classmates and teacher to help create a classroom environment conducive to question-asking, application, connection, and learning. 2. Focuses on learning despite social and behavioral distractions of peers in the classroom. 3. Accepts responsibility for ones own work when working independently, and accepts responsibility to contribute to group work.

Pre Instructional Activities

Telling Students What They Will Be Learning
The teacher will provide a handout containing a structural overview of the unit and the expectations that will accompany this new unit. The teacher will review and explain this document in class. The teacher goes over the structure of the unit: all mini units will then be named and commented on briefly. Students will be told that their mastery of the content will be measured with a traditional, summative exam. (A-2).

Review Entry Behaviors

The teacher will remind the students of the significance of participating, creating a safe learning atmosphere, staying on task, and applying the knowledge and skills they have learned prior to the designated unit order to understand the new content. The teacher will mention the luxury history provides us with the ability to be interdisciplinary and talk about things like science and literature, in addition to traditional understandings of history. The teacher will bring attention to the importance of sharing their opinions and contributions to discussion on all of the topics brought up in the unit and responding to peers in a way that makes them feel comfortable to participate equally.

Providing Structured Overview of the Unit

A hardcopy of the Structured Overview of the unit will be provided with hole punches for the students to keep in their teacher provided student folder. This paper will also include important dates like when the exam is and when their Interactive student folder is due (See Appendix A-2 for a copy of the Structured Overview and Classwork Policies for the Unit that students will put in their notebook.)

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This sheet will also provide an overview on classwork policy for the unit, including: - a reminder that the homework and models from the student teacher is still homework and should be done. It will continue to be evaluated under the same points system and MBHS rubric as for the regular units. - We will create a table of contents for this section as we go. We may not have notes every day, but there will be another activity. We will indicate whatever that was in our Table of Contents. - SO, you are keeping up your notebooks- will be giving folder grades in addition to the test grade and in addition to adding graded homework checks for days homework is assigned.

Building in Experiential Background

Presenting current political arguments over economic policies, fight against poverty, human equality to the class and todays association with such legislation will give the students an idea of what the American population faced during the 1960s. In order to present the current information the teacher will organize research, collect articles, political cartoons, and video clips that discuss the dilemmas both populations have endured or are still in battling.

Reassuring Students
The teacher will reassure their students of their ability to learn the content well; both for the sake of school and for their own personal knowledge outside of the classroom and a test, especially since some of the ideas directly relate to our modern-day lives. The teacher will point out to the students how much they have accomplished (or improved) from the first unit to the next. The teacher will remind the students that their expectations for achievement will be made clear and that the teacher is more than willing to help students who want to learn. There will be an emphasis on the teachers interest and dedication to keeping the students organized and participating throughout this unit!

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Appendix A
Resources for Pre-Instructional Phase A-1..Structural Overview A-2..Participation Rubric

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A- 1 *View additional Handouts in Landscape Format* Also on E-Portfolio A-2 Class Participation Rubric
Each day of the Lyndon B. Johnson Unit will be worth 10 participation points. It is a ten day unit, therefore, for the entire unit will be worth 100 participation points and will be averaged into the students daily grades. The following are the qualification to receive full points.
Category Excellent Full 10 points Student is always respectful of his or her self, others, and teacher, has a positive attitude, and does not criticize anyone elses ideas or work. Consistently stays focused on in-class work and what needs to be done. Very self-directed. Good 8 points Rarely is critical of ideas or work of others. Often has a positive attitude about the task(s). Usually treats others and self with respect. Focuses on in-class work and what needs to be done most of the time. Satisfactory 7 points Needs Improvement 6/5 points Often is critical of the work or ideas of others. Rarely behaves in a respectful manner.

Attitude

Often or occasionally has a positive attitude about the task(s) and behaves in a respectful manner.

Focus on Class Work

Focuses on the task and what needs to be done some of the time. Often must be reminded by the teacher about what needs to get done. Sometimes provide useful ideas when participating in classroom discussion. A satisfactory student who does what is required. Often listens to, shares with, and supports the efforts of others, but sometimes is not actively listening or responding. Often brings materials but sometimes needs to borrow.

Rarely focuses on class work and what needs to be done.

Contributions

Working with Others

Preparedness

Routinely provides useful ideas when participating in classroom discussion. A definite leader who contributes a lot of effort. Almost always listens to, shares with, and supports the efforts of others. Students can feel safe volunteering in this students presence. Brings needed materials to class and is always ready to work.

Usually provides useful ideas when participating in classroom discussion. A strong student who tries hard. Usually listens to, shares with, and supports the efforts of others.

Rarely provides useful ideas when participating in classroom discussion. May refuse to participate.

Almost always brings needed material to class and is ready to work.

Rarely listens to, shares with, and supports the efforts of others. Often disrupts or discourages others attempts to participate. Seldom brings materials and/or is rarely ready to get to work.

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TimeManagement

Routinely uses time well to ensure things get done on time. Student never asks to adjust deadlines. Provides work of the highest quality that reflects the students best efforts.

Usually uses time well, rarely misses deadlines.

Tends to procrastinate, does not use school time or schedule provided to get work completed.

Rarely gets work done by deadlines, always asks for extensions or does not submit work despite time in school. Provides illegible work that reflects very little effort or does not turn in any work.

Quality of Work

Provides quality work that reflects an effort from the student.

Work occasionally needs to be redone or does not reflect any time or effort.

Behavior

Student is awake and engaged in class on a daily basis, and shows no disruptive behavior.

Student is awake and engaged in class nearly every day, and shows no disruptive behavior.

Student is awake most of the time but has fallen asleep or done nothing for a few classes. Show no disruptive behavior.

Student frequently sleeps and/or disrupts class.

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Instructional Phase

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Mini Unit #1:

Who is Lyndon Baines Johnson?

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Who is Lyndon Baines Johnson? Objective: Students will identify and outline characteristics of Lyndon B. Johnsons, or LBJs, personal life and political career prior to becoming president, as well as, generalize the campaign events that occurred in the 1964 election between LBJ and Barry Goldwater. Sub Objectives: (Knowledge Level) 1. Identify Lyndon Baines Johnson and facts about his life prior to his presidency. 2. Identify Barry Goldwater, and the significance of his conservative republicanism. (Comprehension Level) 3. Students will generalize Lyndon Johnsons biographical information in order to later understand the man behind the Great Society. National and State Standards: National Center of Social Studies: Standard 3: Domestic policies after World War II Standard 3B: The student understands the New Frontier and the Great Society. III. Evaluate the legislation and programs enacted during Johnsons presidency. Alabama Standard: Eleventh Grade United States History to 1877 to the Present 9.) Describe major domestic events and issues of the Kennedy and Johnson Administrations. Explaining the impact of the New Frontier and the Great Society on the people Pre-Instructional Activities: 1. Students will watch a short video that briefly explains the details of the life and presidency of Lyndon B. Johnson. Quickly following the video students will discuss and a write a short summary of what they learned from the video. This activity will take approximately eight to ten minutes.

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Directed Teaching: 1. Upon students watching a brief introduction biographical video about LBJ the teacher uses the structured overview of the unit to orient the students to Mini Unit #1: Who is Lyndon Baines Johnson?, illuminating the four parts of background information that will be introduced in the mini unit: LBJs military and political career, how he became presidents, Barry Goldwater, and the election of 1964.

2. The teacher will handout out a notes pack graphic organizer to engage students and promote proper note taking as the teacher uses lecture and a PowerPoint presentation to deliver the material. The lecture will identify the key players and events in the background of LBJ. (B-1) Lyndon Baines Johnson Barry Goldwater Master of the Senate LBJs Political Career LBJs Military Career 3. To open the class the teacher will show a clip the will introduce the students to who Lyndon Baines Johnson. Teacher gives an interactive lecture with the assistance of a PowerPoint presentation that will cover the relationships between LBJs heritage and character and the events in his political career prior to the his implementation of the Great Society. The lecture will include a class discussion of the conservative and liberal view on the welfare system and civil rights. Guided Practice 1. During the lecture on the background information of LBJ, the teacher will ask questions to maintain students attention and to make sure that they understand the information, such as: What do you think is being asked to be continued on this presidential slogan? Why would that be a powerful slogan aimed towards the American electorate? I what policies did LBJ and Goldwater differ? 2. Along with asking questions to the class during the lecture on the LBJs background, the teacher will guide the students filling out a graphic organizer and a Venn diagram to help the student s organize their notes and understand the different stances of liberals and conservatives in the 1964 election.
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Independent Practice N/A Formative Evaluation 1. Teacher will take up graphic organizer and grade for completion and correctness (possibility of 10 points), and will return to the students to use for studying for the summative assessment. 2. The teacher will give students a participation grade (possibility of 10 points). The participation grade in the first mini unit will be assessed through the completion of the graphic organized as well as the students willingness to adjust to a new instructor. (A 2) Closure: 1. Teacher will give students an index card and ask them to summarize the class period in one sentence or state something they learned during specified class period in one sentence. Differentiating Instruction: Re- Teaching Activities 1. Students will be placed in groups and go through the textbook and make sure they have not left any key information out of their notes. Following small groups, each individual group will present what they had left out of their note and the reason they believe they left it out of their notes. 2. Teacher will provide students with a mini unit summative response question, and break the student population into groups where they will use their notes and textbook to answer the question in depth. Extension Activities 1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from the of the mini unit sub-objectives: Each student small will be assigned either a key player (LBJ or Barry Goldwater) or liberal or conservative policies the defined the 1964 election (welfare and civil right) in order to conduct a minor research using the mobile computer lab to produce a one page written report.

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2. Horizontal Extension intended to develop students social and affective skills, as well as, provide a different expressive mode: Students who have mastered the material presented in mini unit #1 will create a political campaign poster, pin, or commercial for either LBJ or Barry Goldwater concerning issues presented during the 1964 election. Accommodation and Modification 1. Teacher will wear necklace microphone for the student(s) whose IEPs require it due to hearing impairment.

2. Teacher will create graphic organizers with larger font and more space to write for those students whos IEPs call for it due to failing eye sight and large handwriting. Resources: 1. "Lyndon B. Johnson," The Biography Channel website, http://www.biography.com/people/lyndon-b-johnson-9356122 (accessed Mar 18, 2014). 2. McDougal, Littell. McDougal Littell the Americans. Evanston, IL: McDougal Littell, 2003 3. Roberts, Paul M.. Review text in United States history. 2nd ed. New York, N.Y.: Amsco School Publications, 1989. Print Reflection Upon Lesson: The first lesson was reasonably successful considering that the students were adjusting to a different teaching style and guided note taking. The lesson filled class time, and achieved the sub-objectives. In retrospective the instructor should have planned an independent reading activity to prime individual students for the coming knowledge, as well, as reach multiple intelligences.

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Mini Unit #2
Introduction to the Great Society

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Objective: Upon completion of an interactive lecture accompanied by a PowerPoint presentation and student notes, students will be divided into peer reading groups to engage in reading, talk-to-thetext, and question and answer seminar discussion on the primary source document, Lyndon Johnsons Great Society commencement speech. Sub Objectives: 1. Identify the Great Society. 2. Describe the programs developed under the Great Society; Poverty, Education, Health, Environment, Civil Rights, Immigration, and Culture. (Knowledge) 3. Explain causes and rational behind the Johnsons Great Society programs. (Knowledge) 4. Discuss the immediate and long terms effects of the social programs administered under the Great Society.(Comprehension) 5. Demonstrate understanding of the purpose of the great society. (Application) 6. Analyze LBJs Great Society Speech. (Analysis) National and State Standards: National Center of Social Studies: Standard 3: Domestic policies after World War II Standard 3B: The student understands the New Frontier and the Great Society. III. Evaluate the legislation and programs enacted during Johnsons presidency. IV. Assess the effectiveness of the Great Society programs. Alabama Standard: Eleventh Grade United States History to 1877 to the Present 9.) Describe major domestic events and issues of the Kennedy and Johnson Administrations. Explaining the impact of the New Frontier and the Great Society on the people Pre-Instructional Activities: 1. The intended learners will be prepared to open their minds and absorb any information they deem valuable and beneficial in assisting in the tasks assigned to them. Therefore, I intend to motivate the learners by highlighting the programs developed under LBJs Great Society, and the need these programs are aiming to fill. This will be accomplished through lecture assisted by PowerPoint, peer reading groups, handouts that describe the different programs, and question and answer time.
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Directed Teaching 1. Upon students engaging in a brief PowerPoint introduction of LBJs Great Society and the programs administered under the Great Society. The student will be required to take notes of which the teacher will check for completion (A-2). The PowerPoint and notes are designed to orient the children to the information that will be needed to continue on to the next mini unit. Guided Teaching 1. The teacher will divided the students into peer reading groups, and hand out copies of LBJs Great Society speech to each group. The student will read and analyze the speech for source, message, and context. The teacher will walk and scan the classroom in order to answer any questions or aid in the understanding of the material. 2. Following the completion the student will be asked to answer the following questions on their own sheet of paper (students may use textbook if needed): Which of these programs have you heard of? Which programs do you think have been successful? How would you measure whether these programs were successful? How is the Great Society like the New Deal? How is it different?

The students answers will be turned in and graded for correctness and completion (possibility of 15 points) (B - 3 ), and will also serve as their participation grade for the day. (A-2) 3. Following the completion of the Q&A, the teacher will lead the students in a discussion of their answers. The discussions will be organized by peer group, and not by individual. Independent Practice N/A Formative Evaluation 1. The students will answer the three critical thinking questions following the reading of LBJs Great Society speech (B 2). These questions will be graded by completeness and correctness (B - 3Rubric), and will serve as the formative assessment for mini unit #2.

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2. Mini Unit #2, like the other mini unit for the LBJ unit, will receive a participation grade worth 10 points. The students have a copy of the rubric, and have been thoroughly explained the expectations. The cooperativeness and note completion will serve as the evidence for full participation credit. Closure: Teacher will hand out a half of an index card, and ask students write down the answer to the following question. What should I (the instructor) review further next time?

Differentiating Instruction: Re- Teaching Activities 1. Students will be placed in groups to re-read the slides from the PowerPoint and make sure they have not left any key information out of their notes. Following small groups, each individual group will present what they had left out of their note and the reason they believe they left it out of their notes. 2. Teacher will provide students with a mini unit summative response question, and break the student population into groups where they will use the Great Society speech to properly answer the question in depth. Extension Activities 1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from the of the mini unit sub-objectives: Each student small group will be assigned a Great Society program in order to conduct a minor research using the mobile computer lab to produce a one page written report. 2. Horizontal Extension intended to develop students social and affective skills, as well as, provide a different expressive mode: Students who have mastered the material presented in mini unit #2 will create structure overview of the programs designed under the Great Society. Accommodation and Modification 1. Teacher will wear necklace microphone for the student(s) whose IEPs require it due to hearing impairment.

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2. Teacher will create graphic organizers with larger font and more space to write for those students whos IEPs call for it due to failing eye sight and large handwriting. 3. Teacher will omit critical thinking questions for those students whose IEPs explain that the student mental capabilities do not exceed comprehension. Resources: 1. Lyndon B.. "MD." The Michigan Daily. http://www.michigandaily.com/content/president-lyndon-b-johnsonscommencement-address-university-michigan-may-22-1964-0 (accessed Marc 18, 2014). 2. McDougal, Littell. McDougal Littell the Americans. Evanston, IL: McDougal Littell, R 2003 3. Roberts, Paul M.. Review text in United States history. 2nd ed. New York, N.Y.: Amsco School Publications, 1989. Print Reflection Upon Lesson: Following the lesson, I had assigned a homework assignment to research a list of three or four program implemented under LBJs Great Society. I assumed the junior Modern American class had heard of such program such as Medicare, Medicaid, etc. An independent activity expansion or homework assignment would have been beneficial to prime the learners. Other than additional student preparation, the discussion, and student participation scored high marks on the participation rubric in all four classes.

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Mini Unit #3
War on Poverty, Education Reform, & Environment Legislation

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War on Poverty, Education Reform, & Environment Legislation Objective: Upon completion of a brief review activity of the previous mini unit students will engage in an interactive lecture concerning Lyndon B. Johnsons War on Poverty, Education Reform, and Environmental legislation that will be assisted by PowerPoint and guided notes which include questions, fill in the black, and space for personal notes. Sub Objectives: Identify Economic Opportunity Act. (Knowledge) 2. Identify Medicare and Medicaid. (Knowledge) 3. Identify The Head Start, VISTA (Volunteers in Service to America), and the Job Corps. (Knowledge) 4. Identify- The Department of Housing and Urban Development (HUD), and the Department of Transportation. (Knowledge) 5. Identify- the Elementary and Secondary Education Act of 1965, and the Public Broadcasting System. (Knowledge) 6. Identify Wilderness Preservation Act, Water Quality Act, Clean Air Act, and the Air Quality Act. (Knowledge) 7. Explain the positive and negative outcomes of Johnsons fight against poverty. (Comprehension) 8. Explain the positive and negative outcomes of the economic expansion. (Comprehension) 9. Explain the impact of Johnsons welfare policies had upon government spending and the economy, administration approval rating, and the size of the federal government. (Comprehension) 10. Analyze causes and rational behind the Johnsons Great Society programs. (Analysis) 11. Discuss the immediate and long terms effects of the social programs administered under the Great Society. (Analysis) 12. Distinguish between Kennedy and Johnson domestic and foreign policies. (Analysis) 13. Distinguish between Kennedy and Johnson domestic and foreign policies. (Analysis) 14. Infer on the drastic effects of the Great Society had on the free market, as well as, subculture within the United States. (Analysis) National and State Standards: National Center of Social Studies: Standard 3: Domestic policies after World War II Standard 3B: The student understands the New Frontier and the Great Society. III. Evaluate the legislation and programs enacted during Johnsons presidency. IV. Assess the effectiveness of the Great Society programs.
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Alabama Standard: Eleventh Grade United States History to 1877 to the Present 9.) Describe major domestic events and issues of the Kennedy and Johnson Administrations. Explaining the impact of the New Frontier and the Great Society on the people Pre-Instructional Activities: 1. In the closure of the previous mini unit the teacher asked to students to right on an index card one thing they would like to review before the instructor continued on with additional content. The teacher will read through the index cards, and choose three questions in which to review prior to introducing new material. Directed Practice: 1. Upon completion of a brief review student will engage in a teacher developed interactive lecture that will cover details and legislation of the War on Poverty under the Great Society,( Economic Opportunity Act, Medicare and Medicaid The Head Start, VISTA, Job Corps, The Department of Housing and Urban Development, and Department of Transportation,) as well as, Education and Environment reforms under the LBJ administration,( Elementary and Secondary Education Act of 1965, Public Broadcasting System, Wilderness). 2. Teacher uses a PowerPoint presentation and a graphic organizer to help guide student notes which also accompany the War on Poverty, Education, and Environment lecture. The PowerPoint will serve as the visual, in addition to informing the students the precise material is expected to be in their individual notes. Guided Teaching 1. Students will take individual notes with the use of a teacher developed graphic organizer (B 4). The graphic organizer includes questions, fill in the blank, and blank space to write notes. All the information that is required to complete the graphic organizer has been made available on the PowerPoint and will be emphasized during the lecture. The teacher will walk around and scan the classroom to observer all the students in order to keep students on task. The guided notes will be graded for completion, and averaged in as percentage of the participation grade.

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Independent Practice 1. Students will work on their own to complete notes if they have not completed them during lecture in order to receive the 10 participation points (A-2) Formative Evaluation 1. Teacher will quiz students over information in the War on Poverty, Education, and Environment lecture and PowerPoint. The ten questions will be worth two points each or a total of twenty points. All the questions will be developed from the guided notes which students will have the opportunity to study prior to the quiz. (B-5, B-6) 2. The completion of the graphic organizer will serve as the physical assessment that the students fulfilled the participation requirement for the day which is worth 10 points (A2). Closure: 1. Student will fill out an index card summing up in one word what they have learned during the class period. Differentiating Instruction: Re- Teaching Activities 1. Students will be placed in groups to review the slides from the PowerPoint and make sure they have not left any key information out of their notes. Following review, each individual group will write a paragraph about what they had left out of their notes and the reason they believe they left it out of their notes. 2. Teacher will provide students with a mini unit summative response question, and break the student population into groups where they will use the Great Society speech to properly answer the question in depth in a half page written report. Extension Activities 1. Vertical Extension: The students who excel can research information about the Great Societys War on Poverty. The students would create a poster that will explain the legislation that was administered under LBJs War on Poverty. 2. Horizontal Extension: Students will select a piece of legislation or a program and role play in which they will act out the nations responded to their selected legislation or program.
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Accommodation and Modification 1. Teacher will wear necklace microphone for the student(s) whose IEPs require it due to hearing impairment. 2. Teacher will create graphic organizers with larger font and more space to write for those students whos IEPs call for it due to failing eye sight and large handwriting. 3. Teacher will omit critical thinking questions for those students whose IEPs explain that the student mental capabilities do not exceed comprehension. Resources: 4. McDougal, Littell. McDougal Littell the Americans. Evanston, IL: McDougal Littell, 2003 5. Roberts, Paul M.. Review text in United States history. 2nd ed. New York, N.Y.: Amsco School Publications, 1989. Print Reflection Upon Lesson: The students were well behaved today. There were some exceptions, however, most likely to the fact that the instructor was a student teacher. Coach Webb had to step in during one class simply because one student did not understand that the student teacher had authority over any grades or discipline in the classroom. Once that was cleared up the classes went much smoother. The lesson was seemingly successful. The students were able to verbally summarize what was presented in the lesson at the end of class. The students notes were also properly executed and completed. The student instructor remains disappointed due to the fact that she is limited to traditional instruction because of classroom atmosphere, disconnected cooperative teacher, and time restrictions.

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Mini Unit #4:

Equality Legislation

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Equality Legislation Objective: Upon the completion of formative assessment and review the material and knowledge gained prior Mini Unit #4, students will work individually to identify, analyze, and show understanding of the Civil Rights Act of 1964, Immigration Act of 1965, Voting Rights Act of 1965, Escobedo v. Illinois, Reynolds v. Sims, and Miranda v. Arizona through a reading comprehension and written question and answer in class activity. Sub Objectives: 1. Identify Civil Rights Act of 1964, Immigration Act of 1965, Voting Rights Act of 1965, and Civil Rights Act of 1968. (Knowledge) 2. Explain how the civil rights legislation passed under Johnson changed the welfare, employment, and political environments for minorities and women. (Comprehension) 3. Explain how civil rights legislation tackled cultural crippling stereotypes. (Comprehension) 4. Analyze causes and rational behind the Johnsons Great Society programs. (Analysis) 5. Discuss the immediate and long terms effects of the social programs administered under the Great Society. (Analysis) 6. Distinguish between Kennedy and Johnson domestic and foreign policies. (Analysis) National and State Standards: National Center of Social Studies: Standard 3: Domestic policies after World War II Standard 3B: The student understands the New Frontier and the Great Society. III. Evaluate the legislation and programs enacted during Johnsons presidency. Alabama Standard: Eleventh Grade United States History to 1877 to the Present 9.) Describe major domestic events and issues of the Kennedy and Johnson Administrations. Explaining the impact of the New Frontier and the Great Society on the people Pre-Instructional Activities: 1. The teacher will answer any questions concerning the previous mini units with direct reference to the note packets, and hold a brief review discussion before handing out the ten questions written formative assessments. Students will have 15 to 20 minutes to complete the assessment. (B-5, Quiz, and B-6, Rubric)
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Directed Teaching 1. Upon the completion of the formative assessment the instructor will introduce the following activity by explaining exactly what is expected and what level of work is needed to receive full credit. The instructor will then hand out the documents needed to complete the activity. Guided Practice 1. Upon receiving the documents the teacher will then read out loud the instructions as the students follow along. This will be a time for housekeeping, and any questions concerning the documents, the instructions, or the present activity. The teacher will introduce the following legislation and court cases that the student will analyze in order to complete the activity: Civil Rights Act of 1964, Immigration Act of 1965, Voting Rights Act of 1965, Escobedo v. Illinois, Reynolds v. Sims, and Miranda v. Arizona. Independent Practice 1. Students will work independently on an in class activity. The students will read a brief synopsis of the legislation and court cases, and will answer the following question in a written format, using complete sentences on their own piece of paper (B 7): Who ALL is involved and how are they involved? What Amendments are involved? What was the final decision? How does it affect you personally?

Formative Evaluation 1. The students answer to the independent practice questions concerning 1960s Acts, court cases, and legislation will serve as the formative assessment for mini unit #4, and will have a possibility of 30 points. Closure: 1. Teacher will give students an index card and ask them to summarize the class period in one sentence or state something they learned during specified class period in one sentence. Differentiating Instruction: Re- Teaching Activities 1. Students will be placed in groups and go through the textbook and make sure they have not left any key information out of their notes. Following small groups, each individual
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group will present what they had left out of their note and the reason they believe they left it out of their notes. 2. Teacher will provide students with a mini unit summative response question, and break the student population into groups where they will use their notes and textbook to answer the question in depth. Extension Activities 1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from the of the mini unit sub-objectives: Each student small will be assigned either a key player (LBJ or Barry Goldwater) or liberal or conservative policies the defined the 1964 election (welfare and civil right) in order to conduct a minor research using the mobile computer lab to produce a one page written report. 2. Horizontal Extension intended to develop students social and affective skills, as well as, provide a different expressive mode: Students who have mastered the material presented in mini unit #1 will create a political campaign poster, pin, or commercial for either LBJ or Barry Goldwater concerning issues presented during the 1964 election. Accommodation and Modification 1. Teacher will wear necklace microphone for the student(s) whose IEPs require it due to hearing impairment. 2. Teacher will create graphic organizers with larger font and more space to write for those students whos IEPs call for it due to failing eye sight and large handwriting. Resources: 1. McDougal, Littell. McDougal Littell the Americans. Evanston, IL: McDougal Littell, 2003 Reflection Mini Unit #4 was directly have after the traditional formative assessment. The transition from assessment to independent work was surprisingly seamless and smooth. The student worked diligently, and majority answered the critical thinking questions acuratly and reached the full comprehension level assigned to Mini Unit #4. The information provided could have been more extensive; however, the activity filled the class time making the reading portion sufficient for the class in question. I was surprised upon review how much the student learned about the legislation disclosed.

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Mini Unit #5
Great Society Debate

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Objective: Students will read, comprehend, and write and analysis of research concerning the PROS and CONS of LBJs Great Society, and will apply the knowledge gained to a teacher guided in class debate where student peer groups will defend the teacher assigned viewpoint. Sub Objectives: 1. Describe the five programs developed under the Great Society; Poverty Program, City Reform Program, Education Reform Program, Discrimination Reform Program, Environmental Reform Program, and Consumer Advocacy Program. (Knowledge) 2. Explain the positive and negative outcomes of Johnsons fight against poverty. (Comprehension) 3. Explain the positive and negative outcomes of the economic expansion. (Comprehension) 4. Explain the impact of Johnsons welfare policies had upon government spending and the economy, administration approval rating, and the size of the federal government. (Application) 5. Explain the positive and negative outcomes of Johnsons educations reform. (Application) 6. Explain how the civil rights legislation passed under Johnson changed the welfare, employment, and political environments for minorities and women. (Application) 7. Explain how civil rights legislation tackled cultural crippling stereotypes. (Application) 8. Analyze causes and rational behind the Johnsons Great Society programs. (Analysis) 9. Discuss the immediate and long terms effects of the social programs administered under the Great Society. (Analysis) National and State Standards: National Center of Social Studies: Standard 3: Domestic policies after World War II Standard 3B: The student understands the New Frontier and the Great Society. III. Evaluate the legislation and programs enacted during Johnsons presidency. Alabama Standard: Eleventh Grade United States History to 1877 to the Present 9.) Describe major domestic events and issues of the Kennedy and Johnson Administrations. Explaining the impact of the New Frontier and the Great Society on the people

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Pre-Instructional Activities: 1. Teacher will hand back graded formative assessment, and field any questions students have concerning any of the previous mini units. Directed Teaching 1. Upon the a short content review students will take their notes over 3 slides of a PowerPoint presentation covering the causes and effects of the Lyndon Johnsons Great Society and many of its programs: the number of Americans living in poverty in the United States was cut in half, too much of their tax dollars were being dedicated to the poor people, Great Society antipoverty programs greatly expanded the size of the federal government, Johnson received both praise and criticism for Great Society reforms, Vietnam War progressed and intensified, it began to consume the resources Johnson needed for his domestic programs causing the failure of most of the goals of the societal programs, Great Society comes to an end as the Vietnam War spins out of control in the late 60s. Guided Practice 1. Upon the completion of lecture teacher will handout two documents that contain factual narratives of the PROs and CONs of the Great Society and the effects of many of its programs. The students will be divided into groups to read and dissect the text in order to answer the following discussion questions (B-8 and B 9): 2. Student groups will be given a teacher developed graphic organized on which the students will fill out the roles each student will complete during the in class debate: Scribe, Task Leader, PRO and CON Researchers, and Speaker. Teacher will aid in the students in the completion of the document, and what the exact responsibilities are for each roles (B 10). 3. Student groups will research, outline, and debate the teacher assigned PRO and or CON perspective of the Great Society and its programs. Once the stance is chosen at random the student will be given 10 to 15 minutes to prepare an opening statement. Upon the completion of the opening statements, the teacher will then ask responses from the corresponding groups. Independent Practice N/A

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Formative Evaluation The fifth mini unit does not have official formative assessment. The students written responses and participation grade will serve as the only form of formative assessments (A 1). Closure: 1. Teacher will give students an index card and ask them to summarize the class period in one sentence or state something they learned during specified class period in one sentence. Differentiating Instruction: Re- Teaching Activities 1. Students will be placed in groups and go through the textbook and make sure they have not left any key information out of their notes. Following small groups, each individual group will present what they had left out of their note and the reason they believe they left it out of their notes. 2. Teacher will provide students with a mini unit summative response question, and break the student population into groups where they will use their notes and textbook to answer the question in depth.

Extension Activities 1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from the of the mini unit sub-objectives: Each student small will be assigned three Great Society Programs to identify, describe, and compare to programs developed under the Barack Obama administration. The students will conduct the research through the use of mobile computer lab and to produce a one page written report. 2. Horizontal Extension intended to develop students social and affective skills, as well as, provide a different expressive mode: Students who have mastered the material presented in mini unit #1 will create a political campaign poster, pin, or commercial for either LBJ or Barry Goldwater concerning issues presented during the 1964 election.

Accommodation and Modification 1. Teacher will wear necklace microphone for the student(s) whose IEPs require it due to hearing impairment.
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2. Teacher will create graphic organizers with larger font and more space to write for those students whos IEPs call for it due to failing eye sight and large handwriting. Resources: 1. McDougal, Littell. McDougal Littell the Americans. Evanston, IL: McDougal Littell, 2003 2. Calfino, Jr., Joseph A.. "What Was Really Great About The Great Society." The truth behind the conservative myths. http://www.washingtonmonthly.com/features/ 1999/9910.califano.html (accessed March 7, 2014). 3. Lewis, Chris H. Lewis, Ph.D.. "Great Society." Great Society. http://www.colorado.edu/AmStudies/lewis/2010/gresoc.htm (accessed March 18, 2014). 4. Sowell, Thomas. "War on Poverty Revisited ." Capitalism Magazine, August 17, 2004. http://capitalismmagazine.com/2004/08/war-on-poverty-revisited/ (accessed March 18, 2014). Reflection Mini Unit #5 was reasonably successful. Following the four classes it was evident the students did not fully understand the jobs each assigned role was responsible to complete. The students need more explanation possibly the day before the activity. In addition to more student preparation, time became an issue. Two classes were not able to finish which made declaring a winner very difficult. The personalization and engaging sub-objectives were achieved.

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Mini Unit 6:
Space Race & 25th Amendment

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Space Race & 25th Amendment Objective: Upon the completion of a bell work activity where students will write a paragraph to a question provided by the teacher at the bell, the teacher will guide the student in an engaging lecture with the use of PowerPoint and teacher developed graphic organizer which covers specific details of the first three space programs in American History, Mercury, Gemini, and Apollo, in addition to the expansion of the Federal government with the implementation of the 25th Amendment which further explains the Presidential Succession Act of 1887 and the 20th Amendment. Sub Objectives: 1. Identify the Gemini Program, Ed White, and the Apollo Program. (Knowledge) 2. Identify Earl Warren and Describe the 25th Amendment. (Knowledge) 3. Define Reapportionment. (Knowledge) 4. Identify Brown v. Board of Education (1954), Mapp v. Ohio (1961), Gideon v. Wainwright (1963) Reynolds v. Sims (1964), and Miranda v. Arizona (1966). (Knowledge) 5. Explain the significance of the Space Race, and Gemini and Apollo Programs. (Comprehension) 6. Explain the significance of the Warren Court decisions. (Comprehension) 7. Distinguish between Kennedy and Johnson domestic and foreign policies. (Analysis) National and State Standards: National Center of Social Studies: Standard 3: Domestic policies after World War II Standard 3B: The student understands the New Frontier and the Great Society. III. Evaluate the legislation and programs enacted during Johnsons presidency. Alabama Standard: Eleventh Grade United States History to 1877 to the Present 9.) Describe major domestic events and issues of the Kennedy and Johnson Administrations. Explaining the impact of the New Frontier and the Great Society on the people Pre-Instructional Activities: 1. Prior to the first bell the teacher will write an open ended question on the black or white board which the student will be expected answer upon the ring of the bell. The
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students will write one or two paragraphs in order to properly answer the question as well as follow directions. Infer and explain how the Cold War and the Space Race are connected. (In order to properly answer this question you need to touch on ideas of patriotism, nationalism, diplomacy between the two countries.)

Directed Teaching: 1. Students will take individual not with the use of a teacher developed graphic organizer. The graphic organizer includes questions, fill in the blank, and blank space to write notes. All the information that is required to complete the graphic organizer has been made available on the PowerPoint and will be emphasized during the lecture. Guided Practice 1. Students will take individual notes with the use of a teacher developed graphic organizer. The graphic organizer includes questions, fill in the blank, and blank space to write notes. All the information that is required to complete the graphic organizer has been made available on the PowerPoint and will be emphasized during the lecture. The teacher will walk around and scan the classroom to observer all the students in order to keep students on task (B 11). The guided notes will be graded for completion, and averaged in as percentage of the participation grade (A 1). Independent Practice N/A Formative Evaluation 1. The completion of the graphic organizer will serve as the physical assessment that the students fulfilled the participation requirement for the day which is worth 10 points (A - 2). Closure: 1. Teacher will give students an index card and ask them to write a question they may have over the presented material. Differentiating Instruction: Re- Teaching Activities 1. Students will be placed in groups and go through the textbook and make sure they have not left any key information out of their notes. Following small groups, each
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individual group will present what they had left out of their note and the reason they believe they left it out of their notes. 2. Teacher will provide students with a mini unit summative response question, and break the student population into groups where they will use their notes and textbook to answer the question in depth. Extension Activities: 1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from the of the mini unit sub-objectives: Each student small will be assigned either a key player (LBJ or Barry Goldwater) or liberal or conservative policies the defined the 1964 election (welfare and civil right) in order to conduct a minor research using the mobile computer lab to produce a one page written report. 2. Horizontal Extension intended to develop students social and affective skills, as well as, provide a different expressive mode: Students who have mastered the material presented in mini unit #1 will create a political campaign poster, pin, or commercial for either LBJ or Barry Goldwater concerning issues presented during the 1964 election. Accommodation and Modification 1. Teacher will wear necklace microphone for the student(s) whose IEPs require it due to hearing impairment. 2. Teacher will create graphic organizers with larger font and more space to write for those students whos IEPs call for it due to failing eye sight and large handwriting. Resources: 1. McDougal, Littell. McDougal Littell the Americans. Evanston, IL: McDougal Littell, 2003 2. Roberts, Paul M.. Review text in United States history. 2nd ed. New York, N.Y.: Amsco School Publications, 1989. Prin Reflection Upon Lesson: Mini Unit 6 was the last full day of instruction which was reflected in the students behavior. The students were very social during this lesson, but the lesson was designed to contain discussion. The material was received, and during such discussion it was evident there was understanding
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and learning. To rid the lesson off topic discussion, the teacher will remind the students of the qualifications of the participation grade.

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Mini Unit 7:
Lyndon Johnson & the Vietnam War

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Lyndon Johnson & the Vietnam War Objective: Students will identify and outline, in their own notes, characteristics of Lyndon B. Johnsons role as Commander and Chief and foreign police as America engaged in the traumatic global affair of the War in Vietnam, and once this is completed students will vote as a class work independently on the summative assessment study guide or play trash ketball for a the review game for the imminent summative test. Sub Objectives: 1. Identify Lyndon Baines Johnson, and Vietnam. (Knowledge) 3. Summarize why Vietnam was the downfall of Lyndon Johnson. (Comprehension) 4. Distinguish between Kennedy and Johnson domestic and foreign policies where Vietnam is concerned. (Comprehension) 5. Interpret how Vietnam may have deteriorated Johnson approval rating, and his ability to pass domestic legislation. (Application). 6.. Infer on the drastic effects of the Great Society had on the free market, as well as, sub- culture within the United States (Analysis) 7. Relate how socialistic ideals were implemented under Lyndon Johnsons presidency. (Synthesis) National and State Standards: National Center of Social Studies: Standard 3: Domestic policies after World War II Standard 3B: The student understands the New Frontier and the Great Society. III. Evaluate the legislation and programs enacted during Johnsons presidency. Alabama Standard: Eleventh Grade United States History to 1877 to the Present 9.) Describe major domestic events and issues of the Kennedy and Johnson Administrations. Explaining the impact of the New Frontier and the Great Society on the people Pre-Instructional Activities:

1. The instructor will begin class with the following opening question, and ask the students to Quick Write an answer and an explanation for their answer.
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What do you believe would be the most traumatic event or movement that Americans were involved in during the 1960s?

Directed Teaching: 1. Upon students watching a brief introduction video about Vietnam and LBJs Presidential Legacy. Students will engage in a PowerPoint Lecture, in additions to taking notes, which will cover how Vietnam affected America in domestic and global relations, as well as, the wars effect on LBJs presidency. Guided Practice 1. During the lecture on LBJ and Vietnam, the teacher will ask questions to maintain students attention and to make sure that they understand the information, such as: What is the Guns or Butter? concept When did JFK want to get the U.S. out of Vietnam? When did the U.S. get out of Vietnam? What is the Military Industrial Complex, and how is it relevant?

2. In addition to asking questions throughout lecture on LBJ and his role in Vietnam, the teacher will guide the students in their note taking by speaking clearly, at a moderate tempo, and answering any questions the students may have concerning the material. 3. Following the lecture the teacher will hand out the review sheet for the summative tests. The teacher will allot five minutes for the students to examine the review, and answer any questions the students may have over the formatting and material. After the question and answer time comes to an end the class will have an opportunity to vote on whether class plays a review game or work independently on the review (B 12).

Independent Practice 1. Students will be given the opportunity to work quietly on the summative test review sheet. Formative Evaluation 1. Appropriate and active participation in class lecture and review. (A - 2) Closure: 1. Teacher will give students an index card and ask them to summarize the class period in one sentence or state something they learned during specified class period in one sentence.
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Differentiating Instruction: Re- Teaching Activities 1. Students will be placed in groups and go through the textbook and make sure they have not left any key information out of their notes. Following small groups, each individual group will present what they had left out of their note and the reason they believe they left it out of their notes. 2. Teacher will provide students with a mini unit summative response question, and break the student population into groups where they will use their notes and textbook to answer the question in depth. Extension Activities 1. Vertical Extension intended to raise the level of cognitive development to a higher level on Blooms taxonomy from the of the mini unit sub-objectives: Each student small will be assigned either a key player (LBJ or Barry Goldwater) or liberal or conservative policies the defined the 1964 election (welfare and civil right) in order to conduct a minor research using the mobile computer lab to produce a one page written report. 2. Horizontal Extension intended to develop students social and affective skills, as well as, provide a different expressive mode: Students who have mastered the material presented in mini unit #1 will create a political campaign poster, pin, or commercial for either LBJ or Barry Goldwater concerning issues presented during the 1964 election.

Accommodation and Modification: 1. Teacher will wear necklace microphone for the student(s) whose IEPs require it due to hearing impairment. 2. Teacher will create graphic organizers with larger font and more space to write for those students whos IEPs call for it due to failing eye sight and large handwriting. Resources 1. McDougal, Littell. McDougal Littell the Americans. Evanston, IL: McDougal Littell, 2003 2. A&E Television Networks. "Lyndon Johnson's Presidential Legacy Video." History.com. http://www.history.com/topics/us-presidents/lyndon-b-johnson/videos/lbj-civilrights-and-vietnam (accessed March 18, 2014).Johnson.

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3. Roberts, Paul M.. Review text in United States history. 2nd ed. New York, N.Y.: Amsco School Publications, 1989. Print Reflection Upon Lesson: The lesson was a little choppy. Mini Unit 7 finalized the material for the LBJ Unit in the first half of class, and the second half was dedicated to review. The four classes reacted differently to the transition, but in two of the four classes the transition was a bit rough because the students were reluctant to participate in the vote or in the review game or independent work. The instructor should remedy this minor behavior problem in one of two ways. The instructor may dedicate an entire class to review to avoid transition issues, or prime the students prior to instruction of exactly what is expected both the final lesson and review. Instructor should also explain the expected behavior, and the corresponding punishments.

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Appendix B
B-1Who is Lyndon Johnson Note Pack B-2Great Society Speech B-3....Great Society Speech Rubric B-4....War on Poverty Note Pack B-5..Quiz B-6..Quiz Rubric B-7.Equality Packet B-8.....Debate Roles B-9..Great Society Programs B-10...Great Society CON Article B-11..Great Society PRO Article B-12..Space Race & 25th Amendment Note Pack B-13........Test Review

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B-1

WHO IS LYNDON BAINES JOHNSON?

PERSONAL BACKGROUND & CHARACTERISTICS (Character Traits, Where he is from, etc) POLICAL BACKGROUND (Politics before he became President in 1963.) MILITARTY BACKGROUND Was he involved in the Military? How?

Why is it important that our Commander and Chief has military experience? Or is it important?

1. How dose LBJs background differ from JFKs?

2. Off his character traits or political Involvement what do you believe gave him prepared him most to take on such a leadership role so instantly in 1963? Why?
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3. How did LBJ become president? Is it significant d that he was not elected for his first term.

The 1964 Election In the diagram below fill in the characteristics and facts of each candidates campaigns. In the middle circle see if you can conclude that there are some similarities either in policy, character, or practice. Lyndon B. Johnson (D) Barry Goldwater (R)

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What do you think is being asked to be continued?

Why would that be a powerful slogan aimed towards the American electorate?

Your Notes

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B2 Great Society Speech, Lyndon B. Johnson, 1964 (Modified) I have come today from the turmoil of your Capital to the tranquility (peace) of your campus to speak about the future of your country. . . The Great Society rests on abundance and liberty for all. It demands an end to poverty and racial injustice, to which we are totally committed in our time. But that is just the beginning. . . It is harder and harder to live the good life in American cities today. There is not enough housing for our people or transportation for our traffic. . . . Our society will never be great until our cities are great. . . A second place where we begin to build the Great Society is in our countryside. We have always prided ourselves on being not only America the strong and America the free, but America the beautiful. Today that beauty is in danger. The water we drink the food we eat, the very air that we breathe, are threatened with pollution. Our parks are overcrowded, our seashores overburdened. Green fields and dense forests are disappearing. . . A third place to build the Great Society is in the classrooms of America. There your children's lives will be shaped. Our society will not be great until every young mind is set free to scan the farthest reaches of thought and imagination. We are still far from that goal. . . Poverty must not be a bar to learning, and learning must offer an escape from poverty. . . For better or for worse, your generation has been appointed by history to deal with those problems and to lead America toward a new age. You have the chance never before afforded to any people in any age. You can help build a society where the demands of morality, and the needs of the spirit, can be realized in the life of the Nation. So, will you join in the battle to give every citizen the full equality which God enjoins and the law requires, whatever his belief, or race, or the color of his skin? Will you join in the battle to give every citizen an escape from the crushing weight of poverty? Will you join in the battle to build the Great Society, to prove that our material progress is only the foundation on which we will build a richer life of mind and spirit?

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Source: The speech above was delivered by President Johnson as a commencement (graduation) speech at the University of Michigan on May 22, 1964.

Question & Answer: Please answer the following questions in complete sentences on you own piece of paper. 1. Which of these programs have you heard of? 2. Which programs do you think have been successful? How would you measure whether these programs success? 3. How is the Great Society like the New Deal? How is it different?

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B3 Great Society Speech Rubric Questions and Answer: Please answer the following questions in complete sentences on your own sheet of paper

1. Which of these programs have you heard of? (Students will list 2 to 3 programs they have heard of with a short definition.) 2. Which programs do you think have been successful? How would you measure these programs success? (Students will state their opinion on the successful programs and must be able to defend their answers.) 3. How is the Great Society like the New Deal? How is it different? (Similarities between the New Deal and the Great Society #1 Both the New Deal and the Great Society used the government to enhance social welfare #2 Both the New Deal and the Great Society included the following: - Government sponsored employment programs - Government support of the arts - Federal programs to encourage housing construction - Federal legislation to help the elderly Differences between the New Deal and the Great Society #1 Preschool education for disadvantaged children was an innovative Great Society Program. This was not an extension of the New Deal #2 In contrast to the New Deal, The Great Society included federal legislation protecting civil liberties of African American)

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B4 WAR ON POVERTY Slide 1: 1. Johnsons programs on poverty aid collectively became known as the Great Society. The Great Society was an umbrella term that included several programs. Name the four mentioned on this slide?

Notes:________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Slide 3: 2. What type of law did Congress pass that launched the Great Society?

3.

How much did unemployment decrease due to economic expansion?

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Notes:________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Slide 4: 4. What did Economic Opportunity Act attempt to do?

5.

What two programs were created under the Economic Opportunity Act?

Notes:________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Slide 5: 6. What does Medicare do?

What does Medicaid do?

Notes:________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Slide 6: - As a result of President Johnsons War on Poverty in the 1960s, the welfare programs of FDRs New Deal were greatly expanded. - LBJs Great Society programs were criticized for creating a modern American welfare state. 1. Head Start (1965): Provided poor, ___________________, and ___________________ kids with extra ________________ assistance through pre-school in order to ensure educational ____________________. 2. Job Corps (1966): Provided ___________________ for poor, minority ___________________ youth in order to cultivate job ___________________. 3. Medicare (1965): Extended ___________________________ benefits by providing health ________________________ for the elderly.

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4. Medicaid (1966): Provides health insurance for the ____________________ and _____________________. 5. VISTA (1966): Volunteers in Service to America; Organized ___________________ volunteers to work in economically ___________________ areas.

ECONOMIC AND EDUCATIONAL REFORM Slide 8: The Elementary and Secondary Education Act of 1965 What did it do?

Why is it significant?

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Slide 9:

Notes:________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Slide: 10: Note:_________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Slide 11: Wilderness Preservation Act: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Water Quality Act: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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The Clean Air Act and Air Quality Act: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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B5 QUIZ LBJ and His War on Poverty Name:_____________________________

1. Lyndon Johnson served as what type of officer during WWI? 2. List two political offices LBJ had prior to being chosen as JFKs Vice President?

3. In the 1964 election LBJ ran against Barry Goldwater. What did Goldwater desire to dismantle? (Hint: It is the same political facet that LBJ desired to expand.)

4. A LBJ campaign poster featured a slogan Let Us Continue. Why is this a powerful slogan?

5. The unemployment rate was reduced to what percentage under LBJ and his Great Society?

6. Which act in 1964 attempted to prepare the poor for successful competition in an expanding economy?

7. Thoroughly describe Job Corps.

8. Distinguish between Medicare and Medicaid.

9. What act provided funding for the Public Broadcasting System or PBS?

10. What act forced the states to clean up rivers and other bodies of water?

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B6 LBJ and His War on Poverty 1. Lyndon Johnson served as what type of officer during WWI? Navy Lieutenant Commander 2. List two political offices LBJ had prior to being chosen as JFKs Vice President? House of Representatives and State Senator 3. In the 1964 election LBJ ran against Barry Goldwater. What did Goldwater desire to dismantle? (Hint: It is the same political facet that LBJ desired to expand.) The welfare state 4. A LBJ campaign poster featured a slogan Let Us Continue. Why is this a powerful slogan? LBJ was playing off the nations emotions that were still morning the assassination and death of President JFK, and claimed to desire to continue the legislation proposed by JFK. 5. The unemployment rate was reduced to what percentage under LBJ and his Great Society? 5.3% 6. Which act in 1964 attempted to prepare the poor for successful competition in an expanding economy? Economic Opportunity Act 7. Thoroughly describe Job Corps. Provided training for poor, minority inner-city youth in order to cultivate job skills. 8. Distinguish between Medicare and Medicaid. Medicare provides health insurance for those over the age of 65, and Medicaid provided health insurance for welfare recipients. 9. What act provided funding for the Public Broadcasting System or PBS? Elementary and Secondary Education Act of 1965 10. What act forced the states to clean up rivers and other bodies of water? Water Quality Act

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B7 INSTRUCTIONS: Read the following information concerning racial and civil liberties, and answer the response questions accordingly. (Use your own paper.) RACIAL EQUALITY CIVIL RIGHTS ACT OF 1964 Information: The CRA of 1964 was originally proposed by JFK, but steered through Congress by LBJ. LBJ asked Congress to do it in memoriam of JFK. (Remember he played of the emotions of morning America in the election of 1964) It had 3 main parts; 1. The law barred discrimination on the basis of race in public accommodations in the US. 2. It authorized the Justice Department to bring suit against states that discriminated against women and minorities. (Women or sex was put into the bill for it was believed by many southern representatives that Congress would not pass the law if women were given equal liberties.) 3. It guaranteed equal opportunities in the work place. (Decreased the percentage of minority under the poverty line.) Questions: 2. Write a paragraph (at least 5 sentences explaining what the CRA of 1964 did, and why it is so significant? 3. How does the CRA of 1964 affect you personally? Information: The Voting Rights Act of 1965 was also important for civil rights as it ended literacy tests for voting and allowed federal agents to monitor registration. This further validated the 15th Amendment. Violence in Selma, Alabama had highlighted the need for this legislation. Questions: 4. Why is the Voting Act of 1965 significant? Information: Immigration Act of 1965 The Immigration Act of 1965 opened the door for many non-European immigrants to settle in the US. This changed a trend towards isolationism.

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Questions: 5. Why is immigration act of 1965 significant? CIVIL LIBERTIES Information: ESCOBEDO v. ILLINIOS, 1964 Danny Escobedo was a 22 year old of Mexican descent who was accused of the murder of his brother-in-law in Chicago. He was questioned and released when he refused to answer any questions without his lawyer present. Afterwards police received testimony from another suspect that implicated Escobedo saying he shot the man for mistreating Escobedos sister. He was brought in again and subjected to 14.5 hours of questioning where he eventually gave damaging testimony. During the questioning, he repeatedly requested to see his attorney (who was in the building) but this access was denied. The Supreme Court ruled that under the 6th amendment citizens were guaranteed the right to see their attorney and that under the 5th amendment an absolute right to remain silent was explicit. Police documents had also shown that officers had been trained to ignore the rights of suspects during questioning. Escobedos confession was ruled inadmissible. Danny Escobedo was arrested on charges of attempted murder in 1985 for a shooting incident outside a bar in Chicago. At the time of the arrest, he was free on $50,000 bond pending the appeal of a 1984 conviction for taking indecent liberties with a 13 year old girl. In 2001 he was arrested outside Mexico City, Mexico on charges stemming from the above murder investigation. He was listed as one of the 15 most wanted fugitives by the US Marshals office prior to this 2001 arrest. Questions: 6. 7. 8. 9. Who ALL is involved and how are they involved? What Amendments are involved? What was the final decision? How does it affect you personally?

Information: Reynolds v. Sims, 1964 Voting districts in AL were drawn up in 1901. In the 60 years since, the population had shifted away from farming communities to cities and suburbs. This allowed rural counties (with 1/4th the population) to still control both houses of the state legislature. B. A. Reynolds and other Jefferson County residents went to court saying that their votes had only 1/16th the weight of rural votes. Chief Justice Earl Warren said that Legislators represent people not trees or acres. In an 8-1 decision, the Supreme Court said that no less substantially equal state legislature

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representation for all citizens . . . was acceptable. This was similar to the TN case of Baker v. Carr and involved the 14th amendment. Questions: 10. Who ALL is involved and how are they involved? 11. What Amendments are involved? 12. What was the final decision? 13. How does it affect you personally? Information: Miranda v. Arizona Ernesto Miranda was arrested for the theft of $8 in cash from an Arizona bank worker. During 2 hours of questioning, Miranda, who was never, offered a lawyer, confessed not only to the $8 theft, but also to kidnapping and raping an 18 year old woman 11 days earlier. The woman, who was slightly mentally retarded, identified him in a police lineup. He was denied an attorney during questioning (6th) and of his right to remain silent (5th). After unburdening himself to the officers, Miranda was taken to meet the rape victim for positive voice identification. Asked by officers, in her presence, whether this was the victim, Miranda said, "That's the girl." The victim stated that the sound of Miranda's voice matched that of the culprit. The Supreme Court ruled that, the defendants confession was inadmissible because he was not in any way (informed) of his right to council nor was his privilege against selfincrimination effectively protected in any other manner. This helped clear up some misunderstandings that had resulted from Escobedo v. Illinois. It also created the Miranda warnings that most of us are familiar with due to T.V. shows like Cops and Law and Order. He was later re-tried with new evidence and convicted. He was paroled in 1972 after serving 11 years. He was constantly in trouble with the law and charged with various crimes in the following years. In 1976 he was stabbed to death in a bar fight. A suspect was arrested, but after exercising his right to remain silent, was later released. Questions: 14. Who ALL is involved and how are they involved? 15. What Amendments are involved? 16. What was the final decision? 17. How does it affect you personally? 18. B8 DEBATE ROLES

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SCRIBE: ___________________________________________________ *Responsible for writing down all answers for group, and written notes for the group speaker* TASK LEADER: ____________________________________________ *Is responsible for keeping the group on task.* PRO RESEARCHER(S):_________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ *Is responsible for getting the PRO notes for the scribe and speaker* CON RESEARCHER(S):_________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ *Is responsible for getting the CON notes for the scribe and speaker* SPEAKER: ____________________________________________________________________ *Is responsible for learning and combining notes for the opening argument for debate. *

*You MAY use your notes, book, and phone for research, but it is not required. You MUST use the documents I have given you today. *

B9

Major Great Society Programs

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1. War on Poverty: forty programs that were intended to eliminate poverty by improving living conditions and enabling people to lift themselves out of the cycle of poverty. 2. Education: sixty separate bills that provided for new and better-equipped classrooms, minority scholarships, and low-interest student loans. 3. Medicare & Medicaid: guaranteed health care to every American over sixty-five and to lowincome families. 4. The Environment: introduced measures to protect clean air and water. 5. National Endowment for the Arts and the Humanities: government funding for artists, writers and performers. 6. Head Start: program for four- and five-year-old children from low-income families. _____________________________________________________________________________________

Sampling of the laws passed during the Johnson administration to promote the Great Society.
PREVENTION & ABATEMENT OF AIR POLLUTION (THE CLEAN AIR ACT) DEC. 17, 1963 VOCATIONAL EDUCATION ACT DEC. 18, 1963 CIVIL RIGHTS ACT OF 1964 JULY 2, 1964 URBAN MASS TRANSPORTATION JULY 9, 1964 FEDERAL-AID HIGHWAY ACT OF 1964 AUG. 13, 1964 CRIMINAL JUSTICE ACT OF 1964 AUG. 20, 1964 FOOD STAMP ACT OF 1964 AUG. 31, 1964 NATIONAL ARTS CULTURAL DEVELOPMENT ACT OF 1964 SEPT. 3, 1964 SOCIAL SECURITY AMENDMENTS JULY 30, 1965 VOTING RIGHTS ACT OF 1965 AUG. 6, 1965 HOUSING AND URBAN DEVELOPMENT ACT AUG. 10, 1965 PUBLIC WORKS AND ECONOMIC DEVELOPMENT ACT AUG. 26, 1965 DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT ACT SEPT. 9, 1965 NATIONAL SCHOOL LUNCH ACT MAY 8, 1968

NATIONAL FOUNDATION ON THE ARTS & THE HUMANITIES ACT SEPT. 29, 1965 HIGHER EDUCATION ACT OF 1965 NOV. 8, 1965 CHILD NUTRITION ACT OF 1966 OCT. 11, 1966 CHILD PROTECTION ACT OF 1966 NOV. 3, 1966 76 | P a g e

B 10
CON: War on Poverty Revisited (Modified) By Thomas Sowell Capitalism Magazine (online), August 17, 2004 The War on Poverty represented the crowning triumph of the liberal vision of society -- and of government programs as the solution to social problems. . . In the liberal vision, slums bred crime. But brand-new government housing projects almost immediately became new centers of crime and quickly degenerated (declined) into new slums. . . Rates of teenage pregnancy and venereal disease had been going down for years before the new 1960s attitudes toward sex spread rapidly through the schools, helped by War on Poverty money. These downward trends suddenly reversed and skyrocketed. The murder rate had also been going down, for decades, and in 1960 was just under half of what it had been in 1934. Then the new 1960s policies toward curing the "root causes" of crime and creating new "rights" for criminals began. Rates of violent crime, including murder, skyrocketed. The black family, which had survived centuries of slavery and discrimination, began rapidly disintegrating in the liberal welfare state that subsidized (paid for) unwed pregnancy and changed welfare from an emergency rescue to a way of life. . . The economic rise of blacks began decades earlier, before any of the legislation and policies that are credited with producing that rise. The continuation of the rise of blacks out of poverty did not -- repeat, did not -- accelerate during the 1960s. The poverty rate among black families fell from 87 percent in 1940 to 47 percent in 1960, during an era of virtually no major civil rights legislation or anti-poverty programs. . . . In various skilled trades, the incomes of blacks relative to whites more than doubled between 1936 and 1959 -- that is, before the magic 1960s decade when supposedly all progress began. The rise of blacks in professional and other high-level occupations was greater in the five years preceding the Civil Rights Act of 1964 than in the five years afterwards.1 Discussion & Debate Questions: 1. What is Califanos main argument? What is Sowells main argument? 2. What evidence does each use to support his claim? 3. Who do you find more convincing? Why? 4. How are some of these arguments being played out in todays debates over economic recovery?

Source: Thomas Sowell is a conservative economist, author, and social commentator. He is currently a Senior Fellow at the Hoover Institution at Stanford University

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PRO: What Was Really Great About The Great Society (Modified) By Joseph A. Califano Jr. The Washington Monthly (online), October 1999 If there is a prize for the political scam of the 20th century, it should go to the conservatives for [claiming that the] Great Society programs of the 1960s were a misguided and failed social experiment that wasted taxpayers' money. Nothing could be further from the truth. In fact, from 1963 when Lyndon Johnson took office until 1970 as the impact of his Great Society programs were felt, the portion of Americans living below the poverty line dropped from 22.2 percent to12.6 percent, the most dramatic decline over such a brief period in this century... If the Great Society had not achieved that dramatic reduction in poverty, and the nation had not maintained it, 24 million more Americans would today be living below the poverty level. . . Since 1965 the federal government has provided more than a quarter of a trillion dollars in 86 million college loans to 29 million students, and more than $14 billion in workstudy awards to 6 million students. Today nearly 60 percent of fulltime undergraduate students receive federal financial aid under Great Society programs. . . Head Start has served more than 16 million preschoolers in just about every city and county in the nation and today serves 800,000 children a year. . . Lyndon Johnson knew that the rich had kindergartens and nursery schools; and he asked why not the same benefits for the poor? Is revolution too strong a word? Since 1965, 79 million Americans have signed up for Medicare. In 1966, 19 million were enrolled; in 1998, 39 million. Since 1966, Medicaid has served more than 200 million needy Americans. In 1967, it served 10 million poor citizens; in 1997, 39 million. . . Closely related to these health programs were efforts to reduce malnutrition and hunger. Today, the Great Society's food stamp program helps feed more than 20 million men, women, and children in more than 8 million households. Since it was launched in 1967, the school breakfast program has provided a daily breakfast to nearly 100 million schoolchildren. The Voting Rights Act of 1965opened the way for black Americans to strengthen their voice at every level of government. In 1964 there were 79 black elected officials in the South and 300 in the entire nation. By 1998, there were some 9,000 elected black officials across the nation, including 6,000 in the South. . . .2 1. What is Califanos main argument? What is Sowells main argument?
2

Source: Joseph Califano, Jr., became a special assistant to President Johnson in July 1965, and served as President Johnson's senior domestic policy aide for the remainder of Johnson's term.

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2. What evidence does each use to support his claim? 3. Who do you find more convincing? Why? 4. How are some of these arguments being played out in todays debates over economic recovery

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B 12 Space Race & 25th Amendment GEMINI PROGRAM The Mercury Program under JFK had been successful and LBJ initiated the Gemini program. APPOLLO PROGRAM

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Expansion of Government Housing and Urban Development: HUDs mission is to create strong, sustainable, inclusive communities and quality affordable homes for all. HUD is working to strengthen the housing market to bolster the economy and protect consumers; meet the need for quality affordable rental homes: utilize housing as a platform for improving quality of life; build inclusive and sustainable communities free from discrimination; and transform the way HUD does business.

Robert Weaver: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ The Presidential Succession Act of 1886: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 20th Amendment: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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25th Amendment: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Presidential Succession: 1. Vice President 2. Speaker of the House 3. President pro tempore of the Senate 4. Secretary of State 5. Secretary of Treasury 6.Secretary of Defense 7. Attorney General 8. Secretary of the Interior 9. Secretary of Agriculture 10. Secretary of Commerce

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Key Decisions and Impact of the Warren Led Supreme Court: (You need to know who Chief Justice Earl Warren is and what he has done for test) The Supreme Court ruled on ___________________including ____________________, prayer in public _____________________, and use of ____________________, took measures to safeguard the rights of persons accused of committing _______________ and changed the nature of apportionment, or the distribution of the seats in a legislature among electoral districts. Key Decisions Include: Brown v. Board of Education (1954):

Mapp v. Ohio (1961), protection against illegal seizures:

Gideon v. Wainwright (1963)

Reynolds v. Sims (1964

Miranda v. Arizona (1966),

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B 13 Summative Unit Test Review Sheet

worth 100 points

Lyndon B Johnson
1964 election - who ran, anything significanct? 25th Amendment - How to handle new VP, line of succession CRA 1964 and 1968 Department of Transportation, Dept of Housing and Urban Development Economic Opportunities Act - Project Head Start, VISTA, work study Elementary and Secondary Education Act of 1965 Escobedo v. Miranda v. Illinois Arizona Reynolds v. Sims
Great Society - goals, accomplishments (the ones we mentioned), downfalls

20 multiple choice, 3 True/False, 9 tell me everything you know, 2 on the the 25th amendment

Guns and Butter Immigration Act of 1965

LBJ background, reputation, political leanings

Medicare, Medicaid Presidents and their Domestic Policy Space Race - Mercury, Gemini (any special flights?), Apollo (any special flights?) Vietnam War - involvement, escalation
Voting Rights Act 1965 Warren Court decisions - reapportionment, criminal matters

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Post Instructional Phase

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Summative Evaluation
Written Test: Upon the completion of the ten day Lyndon Baines Johnson unit students will be evaluated with the use of a teacher developed traditional test. Students will be required answer twenty multiple choice questions, as well as, eight short answer questions, and three essay questions. The test is out of one hundred points just as the pre-test which covered the same material. Student achievement will be assessed accordingly by comparing generally and statistically the grade difference between the pre and summative tests. Achievement is a vital method to show both how well the students learned the material, in addition to, interpreting where the strengths and weakness of the instructor may have occurred during the instruction of the unit. Students will be informed within two days what average they made on the summative test. Alternative Assessment: The ten day Lyndon Baines Johnson Unit is designed to include alternative assessment. The students will be graded on accurate and appropriate participation in Mini Unit 1 through Mini Unit 7 as well as class period containing the summative evaluation. Students will be informed of the continuous assessment the first day of the ten day unit through the avenue of a detailed rubric and a teacher explanation of the rubric. The participation will be tied to all aspects of each mini unit including lecture, note taking, discussion, independent work, the in class debate, and formative assessment. Participation Rubric: The expectations and rubric handouts sets forth the requirements to receive full credit, the average of ten points every day for ten days, which the criteria covers the following behaviors;

Reflections Upon Unit Design, Instruction, and Student Outcomes

1. Reflections upon Student Performances: Upon the completion of the Lyndon Baines Johnson and the Great Society Unit, the eleventh grade American History 1877 to the present students for whom the unit has been designed should be able to demonstrate mastery of the unit objectives on both the teacher-developed unit test and alternative assessment at 80 percent mastery or better. The summative test was calculated to reach synthesis level and the alternative assessment was calculated to reach application level; therefore, mastery must be demonstrate to the level in which there assessments are intended. The content has been present by empirically and consecutively with
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built in breaks for construction, feedback, and questioning in each mini unit. Students will confront different types of instruction and many activities that are provided to familiarize them with the content and structure of the test in order to be familiar with the expectations upon assessment. 2. Reflections upon Instructional Activities In each mini unit of the Lyndon Baines Johnson and Great Society Unit, the eleventh grade American History 1877 to the present students have been provided with one or several of the following; graphic organizers, outlines of instruction, or study guides. These instruments were provided to help prime the students for the content that was presents, and help them focus on the terms, concepts, and people. Lectures, PowerPoints, and activities which purposely reiterate and practice the key information and concepts have been included in the direct and guided practice sections of each mini unit. Finally, the independent practice activities help to personalize the content in addition to raising the students cognitive abilities. 3. Reflection upon Formative and Summative Assessment Each formative and alternative assessment was guided by rubrics and or answer keys that were directly based on the unit, state, and national standards and objectives. The rubrics were provided to the students prior to the assessment, and were given detailed explanation. The formative assessments that were graded with answer keys also received accurate and detailed explanation prior to assessment. Similarly, the graphic organizers and other tools served to guide students to master the content presented in the unit.

Completion of Unit Plan

Bibliography: Textbooks: McDougal, Littell. McDougal Littell the Americans. Evanston, IL: McDougal Littell, 2003 Complementary Texts and Trade Books: Roberts, Paul M.. Review text in United States history. 2nd ed. New York, N.Y.: Amsco School Publications, 1989. Print Multi-Media:

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A&E Television Networks. "Lyndon Johnson's Presidential Legacy Video." History.com. http://www.history.com/topics/us-presidents/lyndon-b-johnson/videos/lbj-civilrights-and-vietnam (accessed March 18, 2014).Johnson. "Lyndon B. Johnson," The Biography Channel website, http://www.biography.com/people/lyndon-b-johnson-9356122 (accessed Mar 18, 2014). Websites: Calfino, Jr., Joseph A.. "What Was Really Great About The Great Society." The truth behind the conservative myths. http://www.washingtonmonthly.com/features/ 1999/9910.califano.html (accessed March 7, 2014). Lewis, Chris H. Lewis, Ph.D.. "Great Society." Great Society. http://www.colorado.edu/AmStudies/lewis/2010/gresoc.htm (accessed March 18, 2014). Lyndon B.. "MD." The Michigan Daily. http://www.michigandaily.com/content/president-lyndon-b-johnsonscommencement-address-university-michigan-may-22-1964-0 (accessed March 18, 2014). Sowell, Thomas. "War on Poverty Revisited ." Capitalism Magazine, August 17, 2004. http://capitalismmagazine.com/2004/08/war-on-poverty-revisited/ (accessed March 18, 2014).

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Appendix C
C-1Pre-Test & Answer Key C-2.Summative Test & Answer Key C-3Assessment Analysis. C-4....Bell Curve C-5.Bar Graph C-6..Pie Graph

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C1 Pre- Test

Lyndon B Johnson

Name

worth 100 points I Mark the letter of the correct answer in the space provided. 3 points each

1 LBJ, who became president when JFK was assassinated, was a never elected president by the people c an experienced politician b mistrusted because he was a Catholic d opposed to the Great Society 2 Which one of the following was NOT one of the training programs enacted by LBJ? A Peace Corps c Job Corps b Project Head Start d VISTA 3 All of the following were, or are, common criticisms of Great Society legislation EXCEPT that a it cost too much money c it totally failed to improve the conditions it addressed b it resulted in waste and inefficiency d it gave too much power to the federal government 4 The person MOST responsible for the moon landing program was a Lyndon B Johnson c John F Kennedy b Richard Nixon d Dwight Eisenhower 5 Warren Court decisions on criminal matters tended to strengthen the a rights of the accused c powers of the states to prosecute crimes b powers of the states to fight crime d powers of the states to investigate crimes 6 What was one result of LBJs Great Society initiatives? A reduction in the power of the federal government b a balanced budget c a conservative backlash d increased taxes 7 The Immigration Act of 1965 a began quotas based on nationality c stopped immigration from European countries b ended quotas based on nationality d stopped immigration from non-European countries 8 Which pairs a president with a term associated with him? A FDR Great Society c JFK Square Deal b LBJ New Freedom d Harry Truman Fair Deal 9 Which enactment of the LBJ administration represented a victory where several preceding presidents had failed? A Medicare c Peace Corps b 2nd wave of Feminist movement d CRA of 1957 10 Which of the following phrases does NOT describe a reason President Lyndon Johnson decided not to run for reelection in 1968? A the war in Vietnam c violence in the nations cities b Johnsons health d Johnsons switch to the Republican party 11 The Voting Rights Act of 1965 provided for the 90 | P a g e

a use of federal troops on election day b reduction of the number of representatives in states in limiting black voting c use of literacy tests for white voters d end of literacy tests 12 All of the following are Congressional acts passed as part of the Great Society legislation EXCEPT a Civil Rights Act c Department of Transportation b Medical Care Act d Americans with Disabilities Act 13 The Great Society focused on providing solutions to the problems of a poverty and civil rights c fraud and waste in government b unemployment and inflation d welfare reform and urban crime 14 Warren Court decisions regarding reapportionment dealt with fairly balancing the representation of a rich and poor voters c Democratic and Republican voters b urban and rural voters d African-American and white voters 15 Johnson was helped in his 1964 presidential campaign by the American publics fear of a Goldwaters Liberalism b LBJs domestic agenda c LBJs determination to fight communism in South Vietnam d Goldwaters call for the use of nuclear weapons against Cuba and Vietnam 16 Medicare, a federal program for Americans 65 and over, was intended to provide a housing c transportation b education d health insurance 17 The Economic Opportunity Act did all of the following EXCEPT a offer foreign aid to Latin American countries b give underprivileged preschoolers a head start c encourage poor people to join in public-works programs d create a training program for youth 18 All of the following were vice-presidents who succeeded to the presidency upon the death of the elected occupant of that office EXCEPT a Teddy Roosevelt c Lyndon B. Johnson b Franklin Roosevelt d Harry Truman 19 In the election of 1964, the outstanding occurrence was a the nomination of Hubert Humphrey c the nomination of Nelson Rockefeller b the overwhelming vote for LBJ d the defeat of Richard Nixon 20 Which of the following were NOT cabinet positions created by LBJ? A Department of Civil Rights b Department of Housing and Urban Development c Department of Transportation
II #23 through #25 are True or False. 2 points each

21 VISTA was a kind of domestic peace corps established by LBJ 22 LBJ created the Peace Corps to send teachers and engineers to aid foreign countries 23 The Voting Rights Act of 1965 gave more assistance to the 15th Amendment
III Identify the following. 5 points each

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24 Civil Rights Act of 1964

25

Elementary and Secondary Education Act of 1965

26

Space Race (give details)

27

Civil Rights Act of 1968

28

LBJ talked of Guns and Butter. What was this and how did it affect the Great Society?

CONTINUED
IV Identify the following. What did it accomplish, What part of the constitution was affected? What happened? Why was it important? 5 points each Escobedo v. Illinois

29

30 Miranda v. Arizona

31 Reynolds v. Sims

25 Amendment.

th

32 Pretend that the Vice-President was assassinated. Describe the process through which the President would have to go through to replace the Vice-President. 5 points

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33

Describe a scenario where Hilary Clinton could replace Barack Obama as president. 5 Points

Lyndon B Johnson

Name

worth 100 points I Mark the letter of the correct answer in the space provided. 3 points each 1 LBJ, who became president when JFK was assassinated, was C

10

a never elected president by the people c an experienced politician b mistrusted because he was a Catholic d opposed to the Great Society Which one of the following was NOT one of the training programs enacted by LBJ? A Peace Corps c Job Corps b Project Head Start d VISTA All of the following were, or are, common criticisms of Great Society legislation EXCEPT that it cost too much it totally failed to improve the conditions it a money c addressed b it resulted in waste and inefficiency d it gave too much power to the federal government The person MOST responsible for the moon landing program was a Lyndon B Johnson c John F Kennedy b Richard Nixon d Dwight Eisenhower Warren Court decisions on criminal matters tended to strengthen the a rights of the accused c powers of the states to prosecute crimes b powers of the states to fight crime d powers of the states to investigate crimes What was one result of LBJs Great Society initiatives? A reduction in the power of the federal government b a balanced budget a conservative c backlash d increased taxes The Immigration Act of 1965 a began quotas based on nationality c stopped immigration from European countries b ended quotas based on nationality d stopped immigration from non-European countries Which pairs a president with a term associated with him? A FDR Great Society c JFK Square Deal b LBJ New Freedom d Harry Truman Fair Deal Which enactment of the LBJ administration represented a victory where several preceding presidents had failed? A Medicare c Peace Corps b 2nd wave of Feminist movement d CRA of 1957 Which of the following phrases does NOT describe a reason President Lyndon Johnson decided not to run for reelection in 1968? 93 | P a g e

11

12

13

14

A the war in Vietnam c violence in the nations cities b Johnsons health d Johnsons switch to the Republican party The Voting Rights Act of 1965 provided for the a use of federal troops on election day b reduction of the number of representatives in states in limiting black voting c use of literacy tests for white voters d end of literacy tests All of the following are Congressional acts passed as part of the Great Society legislation EXCEPT a Civil Rights Act c Department of Transportation b Medical Care Act d Americans with Disabilities Act The Great Society focused on providing solutions to the problems of a poverty and civil rights c fraud and waste in government b unemployment and inflation d welfare reform and urban crime Warren Court decisions regarding reapportionment dealt with fairly balancing the representation of a rich and poor voters c Democratic and Republican voters b urban and rural voters d African-American and white voters

15 Johnson was helped in his 1964 presidential campaign by the American public s fear of a Goldwaters Liberalism b LBJs domestic agenda c LBJs determination to fight communism in South Vietnam d Goldwaters call for the use of nuclear weapons against Cuba and Vietnam 16 Medicare, a federal program for Americans 65 and over, was intended to provide a housing c transportation b education d health insurance 17 The Economic Opportunity Act did all of the following EXCEPT a offer foreign aid to Latin American countries b give underprivileged preschoolers a head start c encourage poor people to join in public-works programs d create a training program for youth 18 All of the following were vice-presidents who succeeded to the presidency upon the death of the elected occupant of that office EXCEPT a Teddy Roosevelt c Lyndon B. Johnson b Franklin Roosevelt d Harry Truman 19 In the election of 1964, the outstanding occurrence was a the nomination of Hubert Humphrey c the nomination of Nelson Rockefeller b the overwhelming vote for LBJ d the defeat of Richard Nixon 20 Which of the following were NOT cabinet positions created by LBJ? A Department of Civil Rights b Department of Housing and Urban Development c Department of Transportation
II #23 through #25 are True or False. 2 points each

21 VISTA was a kind of domestic peace corps established by LBJ 94 | P a g e

F T

22 LBJ created the Peace Corps to send teachers and engineers to aid foreign countries 23 The Voting Rights Act of 1965 gave more assistance to the 15th Amendment
III Identify the following. 5 points each

24 Civil Rights Act of 1964

banned discrimination in public accommodations, guaranteed equal opportunity in employment, Govt can sue if state or company doesnt follow rules 25 Elementary and Secondary Education Act of 1965 provided federal funds for textbooks and library materials 1 major federal funding of public schools
st

26 Space Race (give details) G4 1 US space walk, G6 & 7 1 95endezvous in space blew up on launch pad, 4, 5, 6 used Saturn V rocket, A7 1 live TV from space A8 orbited moon
st st st

27 Civil Rights Act of 1968 banned discrimination in housing and real estate 28 LBJ talked of Guns and Butter. What was this and how did it affect the Great Society? Butter = domestic program spending, Guns = military spending The more $ spent on Guns reduces $ spent on Butter and vice-versa

Identify the following. What did it accomplish, What part of the constitution was affected? What happened? Why was it important? 5 points each 29 Escobedo v. Illinois 5 , 6 amendments, Danny Escobedo accused of killing brother in law denied right to attorney or right to remain silent. Beaten during interrogation confessed, that later thrown out due to Absolute right to remain silent
th th

IV

30 Miranda v. Arizona
5 , 6 amendments, Ernesto arrested for stealing $8 from a bank worker denied right to attorney or right to remain silent. Beaten during interrogation confessed, that later thrown out as suspects must be made aware of rights
th th

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31 Reynolds v. Sims
14 amendment, Jeff County districts not adjusted since 1901, population shifted to urban areas since then. Legislators represent people not trees
th

25 Amendment.

th

32 Pretend that the Vice-President was assassinated. Describe the process through which the President would have to go through to replace the Vice-President. 5 points
President nominates a replacement who must be approved by Senate

33 Describe a scenario where Hilary Clinton could replace Barack Obama as president. 5 Points HC = Sec State.

Pres, VP, Speaker of House, Pres Pro Tem of Senate, Sec of State

VI

1964 Presidential Campaign. 4 points

34 Describe Lyndon B. Johnson tv campaign ads?

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Summative Test

Lyndon B Johnson

Name

worth 100 points I Mark the letter of the correct answer in the space provided. 3 points each 1 LBJ, who became president when JFK was assassinated, was C

10

a never elected president by the people c an experienced politician b mistrusted because he was a Catholic d opposed to the Great Society Which one of the following was NOT one of the training programs enacted by LBJ? A Peace Corps c Job Corps b Project Head Start d VISTA All of the following were, or are, common criticisms of Great Society legislation EXCEPT that it cost too much it totally failed to improve the conditions it a money c addressed b it resulted in waste and inefficiency d it gave too much power to the federal government The person MOST responsible for the moon landing program was a Lyndon B Johnson c John F Kennedy b Richard Nixon d Dwight Eisenhower Warren Court decisions on criminal matters tended to strengthen the a rights of the accused c powers of the states to prosecute crimes b powers of the states to fight crime d powers of the states to investigate crimes What was one result of LBJs Great Society initiatives? A reduction in the power of the federal government b a balanced budget a conservative c backlash d increased taxes The Immigration Act of 1965 a began quotas based on nationality c stopped immigration from European countries b ended quotas based on nationality d stopped immigration from non-European countries Which pairs a president with a term associated with him? A FDR Great Society c JFK Square Deal b LBJ New Freedom d Harry Truman Fair Deal Which enactment of the LBJ administration represented a victory where several preceding presidents had failed? A Medicare c Peace Corps nd b 2 wave of Feminist movement d CRA of 1957 Which of the following phrases does NOT describe a reason President Lyndon Johnson decided not to run for reelection in 1968? A the war in Vietnam c violence in the nations cities b Johnsons health d Johnsons switch to the Republican party 97 | P a g e

The Voting Rights Act of 1965 provided for 11 the a use of federal troops on election day b reduction of the number of representatives in states in limiting black voting c use of literacy tests for white voters d end of literacy tests 12 All of the following are Congressional acts passed as part of the Great Society legislation EXCEPT a Civil Rights Act c Department of Transportation b Medical Care Act d Americans with Disabilities Act 13 The Great Society focused on providing solutions to the problems of a poverty and civil rights c fraud and waste in government b unemployment and inflation d welfare reform and urban crime 14 Warren Court decisions regarding reapportionment dealt with fairly balancing the representation of a rich and poor voters c Democratic and Republican voters b urban and rural voters d African-American and white voters 15 Johnson was helped in his 1964 presidential campaign by the American publics fear of a Goldwaters Liberalism b LBJs domestic agenda c LBJs determination to fight communism in South Vietnam d Goldwaters call for the use of nuclear weapons against Cuba and Vietnam 16 Medicare, a federal program for Americans 65 and over, was intended to provide a housing c transportation b education d health insurance 17 The Economic Opportunity Act did all of the following EXCEPT a offer foreign aid to Latin American countries b give underprivileged preschoolers a head start c encourage poor people to join in public-works programs d create a training program for youth 18 All of the following were vice-presidents who succeeded to the presidency upon the death of the elected occupant of that office EXCEPT a Teddy Roosevelt c Lyndon B. Johnson b Franklin Roosevelt d Harry Truman 19 In the election of 1964, the outstanding occurrence was a the nomination of Hubert Humphrey c the nomination of Nelson Rockefeller b the overwhelming vote for LBJ d the defeat of Richard Nixon 20 Which of the following were NOT cabinet positions created by LBJ? A Department of Civil Rights b Department of Housing and Urban Development c Department of Transportation
II #23 through #25 are True or False. 2 points each

T F T

21 VISTA was a kind of domestic peace corps established by LBJ 22 LBJ created the Peace Corps to send teachers and engineers to aid foreign countries 23 The Voting Rights Act of 1965 gave more assistance to the 15th Amendment 98 | P a g e

III

Identify the following. 5 points each

24 Civil Rights Act of 1964

banned discrimination in public accommodations, guaranteed equal opportunity in employment, Govt can sue if state or company doesnt follow rules 25 Elementary and Secondary Education Act of 1965 provided federal funds for textbooks and library materials 1 major federal funding of public schools
st

26 Space Race (give details) G4 1 US spacewalk, G6 & 7 1 99endezvous in space blew up on launch pad, 4, 5, 6 used Saturn V rocket, A7 1 live TV from space A8 orbited moon
st st st

27 Civil Rights Act of 1968 banned discrimination in housing and real estate 28 LBJ talked of Guns and Butter. What was this and how did it affect the Great Society? Butter = domestic program spending, Guns = military spending The more $ spent on Guns reduces $ spent on Butter and vice-versa

Identify the following. What did it accomplish, What part of the constitution was affected? What happened? Why was it important? 5 points each 29 Escobedo v. Illinois 5 , 6 amendments, Danny Escobedo accused of killing brother in law denied right to attorney or right to remain silent. Beaten during interrogation confessed, that later thrown out due to Absolute right to remain silent
th th

IV

30 Miranda v. Arizona
5 , 6 amendments, Ernesto arrested for stealing $8 from a bank worker denied right to attorney or right to remain silent. Beaten during interrogation confessed, that later thrown out as suspects must be made aware of rights
th th

31 Reynolds v. Sims 99 | P a g e

14 amendment, Jeff County districts not adjusted since 1901, population shifted to urban areas since then. Legislators represent people not trees
th

25 Amendment.

th

32 Pretend that the Vice-President was assassinated. Describe the process through which the President would have to go through to replace the Vice-President. 5 points
President nominates a replacement who must be approved by Senate

33 Describe a scenario where Hilary Clinton could replace Barack Obama as president. 5 Points HC = Sec State.

Pres, VP, Speaker of House, Pres Pro Tem of Senate, Sec of State

VI

1964 Presidential Campaign. 4 points

34 Describe Lyndon B. Johnson tv campaign ads?

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C-3 Pre, Post, and Alternative Assessment Analysis Graphs Name class period 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 preassessme nt 0 0 0 20 13 27 16 17 14 17 25 0 0 16 0 21 12 13 14 19 18 9 18 14 7 5 0 12 17 17 18 0 12 10 formative assessment 65 70 85 100 80 100 100 100 72 100 100 92 70 100 88 100 100 100 100 90 100 92 100 100 87 75 93 84 60 70 100 72 72 100 post assesmen t 72 57 74 89 75 79 80 61 64 87 89 90 68 93 79 87 83 86 89 75 94 53 93 105 68 74 60 66 67 73 80 57 56 98 alternative assessment 70 80 80 100 90 100 90 100 80 80 90 80 90 80 80 100 70 90 90 90 80 80 90 100 90 70 90 90 70 90 90 80 90 80
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Brock Schumann Chancellor Jones Elanor Anthony Hannah Louise Perkinson John Merritt Briley Julia Smith Landon Weaver Louise Shearer Patrick Davis Paul Roth Preston Eagan Sam Harmon Sam Lidikay Stefani Saag Vincent Zicarelli Arthur Trantos Brandon Rosser Chris Nelson Colee Hanchins Erica Nelson Fairlie Outland Greg Jenkins James Crenshaw Madalyn Rosenthall Mason Goodman Matt Adams Nick Fowler Robert Graves Russell Springer Will Patrick Alan Hale Blitch Propes Camile Jernigan Caroline Barber

Carter Ann Cheatham Charlie Boyd Deke Marbury Emma Nichols G Grant Katherine Derkee Oliver Little Parks Shoulders Peyton McDougal Regan Aland Aleeyah Gibbons Drew Graham Emmie Shutts Harrison Dulin Katherine Hams Kaylor Kidd Keller Briley Kristen Walton Leigh Hampton Gorham Logan Grill Mary Farley Stevens Sullins Toomey

4 4 4 4 4 4 4 4 4 4 6 6 6 6 6 6 6 6 6 6 6 6 Total of 5600: AVG: weight:

25 0 7 13 0 0 12 13 0 15 7 14 16 9 13 0 15 17 12 0 13 11 613 10.94642 857

100 100 66 100 55 60 100 75 72 80 86 100 100 75 75 86 100 100 100 82 100 100 4929 88.01785714 20%

100 84 65 72 34 43 92 66 61 73 61 84 88 75 66 65 94 76 64 54 102 85 4225 75.44642 857 60%

90 90 70 100 60 70 90 70 80 90 80 80 100 80 90 70 100 100 100 70 90 100 4790 85.53571429 20%

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C-4 Bell Curve

Post Test Standard Deviation Curve

0.03 0.025 0.02 0.015 0.01 0.005 0 30.12 32.72 35.32 37.92 40.52 43.12 45.72 48.32 50.92 53.52 56.12 58.72 61.32 63.92 66.52 69.12 71.72 74.32 76.92 79.52 82.12 84.72 87.32 89.92 92.52 95.12 97.72 100.32 102.92 105.52 108.12 110.72 113.32 115.92 118.52 Curve

C-5 Bar Graph

Pre and Post Test Comparison

80 70 Grades out of 100 60 50 40 30 20 10 0 Series1 Pre-A 2 11 Post-A Pre-A 3 Post-A Pre-A 4 Post-A Pre-A 6 Post-A PrePost2 3 4 6 Total Total 77.13333 13.06667 78.2 8.928571 70.07143 10.58333 76.16667 10.94643 75.44643

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C-6 Pie Graph

Class Participation
2% 16% 19%

100s 90s 80s

27% 36%

70s 60s

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