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1960–1969 Lesson 7

Teacher’s Guide

LESSON 7The Decade of 1960–1969

LESSON ASSIGNMENTSYou are encouraged to be very attentive while viewing the video program. Reviewthe video objectives and be prepared to record possible answers, in abbreviatedform, as you view the video. The topics and time periods may differ from thechapters of the textbook your school system is using. Each video programchronicles a wide array of events and personalities during a specific decade of the20th century. Keep in mind that one of the overarching goals of each lesson is tohelp you understand how past historical events and actions by historicalpersonalities did not occur in a vacuum, and that they are inextricably interwovenin your society today.

Video:

“The Decade of 1960–1969” from the series, The Remarkable 20th Century.

Activities:

Your teacher may assign one or more activities for each lesson.

OVERVIEWThe sixties were a dramatic shift from the conservatism of the fifties. The millionsof children from the first wave of the post-war baby boom were now teenagersand young adults, and they wanted change. Many of their revolutionary ideas stillaffect society today. Social protest was taking place from the jungles of Vietnam tothe lunch counters of Woolworth in Greensboro, North Carolina. Harper Lee’s ToKill a Mockingbird symbolizes the social distinctions between the races. It was thedecade of new heights, the space race and the landing on the moon, and new lowswith the assassinations of John Kennedy, Martin Luther King, Jr., Robert Kennedy,and Malcolm X.

The Communists erected the Berlin Wall, and the Great Society attacked the wallsof social injustice. John Kennedy was criticized for the failure of The Bay of Pigsinvasion and praised for averting nuclear war during the Cuban Missile Crisis ofOctober.

Andy Warhol popularized commercial art, the Beatles turned to acid rock music,and Elvis returned from the army. The cinema industry reflected the times withmovies such as Dr. Strangelove (or How I Stopped Worrying and Learned to Love theBomb) and The Graduate.

Women like Gloria Steinem and Betty Friedan led the feminist movement thatstressed women should not be confined to the role of a housewife. They urgedwomen to join the work force outside the home and shatter the “glass ceiling.”“Anonymous...” Virginia Woolf once said sadly, “...was a woman.”

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Teacher’s Guide

LESSON GOALSTo evaluate why the 1960s were such a tumultuous decade and what theimplications were for leading political personalities, the civil rights movement,culture, and foreign relations.

VIDEO OBJECTIVESThe following objectives are designed to assist the viewer in identifying the mostsignificant aspects of the video segment of this lesson. You should take succinctnotes while viewing the video.

Video: “The Decade of 1960–1969”

1. Integrate the following into an analysis of the civil rights movement:

Martin Luther King, Jr. President Johnson

Malcolm X George Wallace

Black Panthers women’s liberation

Civil Rights and Voting Rights Acts Rosa Parks

Watts riot

2. Evaluate the causes and effects of the Bay of Pigs invasion and the CubanMissle Crisis.

3. Analyze the implications of the “Space Race.”

4. Assess the significance of the Vietnam War.

5. Identify the key personalities of the cultural revolution in the 1960s andindicate, their significance.

TIME CODESTime Code Year Topic Description00 :00 Opening Opening00 :30 1960 Overview Howard K. Smith intros the

decade01 :55 Title Episode VII: 1960s01 :59 1960 US Politics JFK/Nixon Debates; JFK’s

inauguration speech03 :54 1961 World Politics Bay of Pigs Invasion05 :32 1961 World Politics Berlin Wall06 :35 1961/62 Discoveries & Technology Space Race – Soviets 1st human in

space; Project Mercury; Tests on US Astronauts; Alan Shepherd – 1st American in space; John Glenn orbits earth

10 :28 1961/62 Entertainment Sports: Baseball – Roger Maris & Mickey Mantle; Movies: The Apartment, West Side Story, Marilyn Monroe dies

11 :51 1961 Social Issues Jacqueline Kennedy’s style

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Time Code Year Topic Description12 :13 1962/63 World Politics Cuban Missile Crisis; Nuclear Test

Ban Treaty & Cold War13 :51 1962 Entertainment/ Social

IssuesCold War – Movies: Dr. Strangelove, Fail Safe, James Bond; TV: spy shows

15 :09 1962 Entertainment Sports: golf & Jack Nicklaus15 :35 1963 Social Issues Martin Luther King, Jr. & March

to Washington19 :03 1963 US Politics JFK assassinated; Oswald killed21 :08 1963 US Politics Warren Commission21 :34 1964 Entertainment Music: British Invasion – Beatles,

Rolling Stones; Sports: boxing & Muhammad Ali

23 :52 1964/65 Social Issues Civil Rights Act & Lyndon Johnson; Ku Klux Klan; Malcolm X; Watts Riots

27 :30 1965 Discoveries & Technology Project Gemini28 :33 1964/65 Overview Howard K. Smith segues between

1st and 2nd half of 1960 decade: microwave ovens & silicon chips

29 :14 1964/65 Entertainment Movies : My Fair Lady, Sound of Music, Elvis; Music: Bob Dylan

30 :31 1965 World Politics Vietnam Conflict escalates34 :11 1965 Social Issues Peace Marches34 :38 1965-67 World Politics Indira Gandhi in India; Chinese

Communist Youth; 6 Day War & then Golda Meir in Israel

36 :37 1967/68 Entertainment Sports: Football – Lombardi37 :10 1967 Discoveries & Technology Heart Transplant; Laser Surgery;

Vaccines; Tranquilizers37 :51 1966-69 Entertainment Pop Art: Andy Warhol, Peter

Maxx, Norman Mailer, Truman Capote, Twiggy & Mod Style

39 :08 1967/68 Social Issues Hippies; Summer of Love; Women’s Movement; Campus Unrest

42 :26 1968 World Politics Tet Offensive in Vietnam44:51 1968 US Politics Johnson refuses to run again;

Nixon elected45 :58 1968 Entertainment TV: "Batman," "Star Trek";

Movies: 2001: A Space Odyssey46 :37 1968/69 Discoveries & Technology Apollo Program 47 :39 1968 Social Issues King assassinated; Riots48 :56 1968 US Politics RFK assassinated49 :48 1969 Social Issues/

EntertainmentWoodstock

50 :37 1969 Discoveries & Technology Moon Landing52 :54 1969 Overview Howard K. Smith talks about 1st

commercial satellite & communicat ions

54 :16 Closing Closing Credits

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WEB ACTIVITIESThese activities are not required unless your teacher assigns them. They areoffered as suggestions to help you learn more about the material presented inthis lesson.

Activity 1—The Civil Rights Movement

Access the following Web sites and review the historical background:

Dr. Martin Luther King, Jr.http://www.eduplace.com/ss/king/mlk.html

Malcolm X Linkshttp://nationalmalcolmx.org/page7.html

The Civil Rights Movementhttp://www.ecsu.ctstateu.edu/depts/edu/textbooks/civilrights.html

Access “Photos of the civil rights movement tour” at http://seattletimes.nwsource.com/mlk/movement/PT/photo_index.html

Access the links to the following three photographs and one more photographof your choice:

Rosa Parks and the Montgomery bus boycott

Police dogs in Birmingham

James Meredith escorted to class at Ole Miss

Access the National Archives “Photograph Analysis Worksheet” at http://www.nara.gov/education/teaching/analysis/photo.html and use it as a guide toanalyze the four photographs.

Activity 2— Martin Luther King, Jr.

Access the following documents:

“Letter from Birmingham Jail”http://www.stanford.edu/group/King/frequentdocs/birmingham.html

“Statement by Eight White Alabama Clergymen”http://www.stanford.edu/group/King/frequentdocs/clergy.htm

“I Have a Dream Speech”http://www.stanford.edu/group/King/speechesaddress_at_march_on_washington.htm

Access the National Archives “Written Document Analysis Worksheet” at http://www.nara.gov/education/teaching/analysis/write.html.

Use the information as a basis for analyzing the three preceding documents.

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Activity 3—Women’s Liberation Movement

Access the following Web sites and review the background information:

Women in American History by Encyclopaedia Britannica. ModernAmerica 1920—the Presenthttp://women.eb.com/women/articles/Friedan_Betty_Naomi_Goldstein.html

Freeman, Jo. The Women’s Liberation Movement: Its Origin,Structures, and Idealshttp://odyssey.lib.duke.edu/wlm/womlib/

Documents from the Women’s Liberation Movementhttp://odyssey.lib.duke.edu/wlm/

Access the following Web sites and review the information:

“Breaking Through the Glass Ceiling” by Ingrid Beckerhttp://www.womenswire.com/glass/

“Women’s Liberation Aims to Free Men, Too” by Gloria Steinemhttp://odyssey.lib.duke.edu/wlm/aims/

Access the National Archives “Written Document Analysis Worksheet” at http://www.nara.gov/education/teaching/analysis/write.html and use it as a basis foranalyzing the articles written by Becker and Steinem.

Activity 4: Bay of Pigs Invasion and Cuban Missile Crisis

Access the following Web sites for background information:

The Bay of Pigs Invasionhttp://www.cyberessays.com/History/37.htm

The Bay of Pigshttp://library.thinkquest.org/11046/days/bay_of_pigs.html

The Cuban Missile Crisis.http://library.thinkquest.org/11046/briefing/

Access the following Web site and review the information “Anatoly Dobrynin’sCable to the Soviet Foreign Ministry”:

http://library.thinkquest.org/11046/sitroom/dobrynin_cable.html

Use the National Archives “Written Document Analysis Worksheet” at http://www.nara.gov/education/teaching/analysis/write.html as a basis for analyzing theDobrynin document.

Access the following Web site and review the information RealReconnaissance Photos:

http://library.thinkquest.org/11046/recon/photos.html

Use the National Archives “Photograph Analysis Worksheet” at http://www.nara.gov/education/teaching/analysis/photo.html and use as a basis foranalyzing the reconnaissance photos

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PRACTICE TESTAfter watching the video and reviewing the objectives, you should be able tocomplete the following Practice Test. When you have completed the PracticeTest, turn to the Answer Key to score your answers.

Multiple-choice

Select the single best answer. If more than one answer is required, it will beso indicated.

1. American military forces entered Vietnam in order to:

A. gain eventual control of North Vietnam.

B. help to stage a coup against Ngo Dinh Diem.

C. foster political stability and protect Ngo Dinh Diem from thecommunists.

D. keep South Vietnam from falling to the communists until after the1964 elections.

2. When the Soviet Union attempted to install nuclear weapons in Cuba,President Kennedy ordered:

A. a naval quarantine of that island.

B. surgical air strikes against the missile sites.

C. the invasion of Cuba at the Bay of Pigs.

D. resumption of atmospheric testing of nuclear weapons.

3. In the final analysis, Lyndon Johnson’s Great Society programs:

A. did no good at all.

B. actually increased the poverty rate.

C. proved that poverty could not be papered over with greenbacks.

D. won some noteworthy battles in education and health care.

4. Beginning in 1964, the chief goal of the black civil rights movement in theSouth was to:

A. secure the right to vote.

B. end discrimination in housing.

C. gain equality in education.

D. prohibit racial discrimination in employment.

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5. The Watts riot in 1965 symbolized:

A. the still-troubled racial situation in the South.

B. the rise of the Black Muslim movement in Los Angeles.

C. the more militant and confrontational phase of the civil rights movement.

D. all of the above.

6. Black leaders in the 1960s included ______ an advocate of peaceableresistance and _____ who favored black separatism:

A. Malcolm X; Martin Luther King, Jr.

B. Martin Luther King, Jr.; Malcolm X.

C. Martin Luther King, Jr.; Stokely Carmichael.

D. Stokely Carmichael; Malcolm X.

7. Which of the following is not associated with the women’s liberationmovement of the 1960s:

A. Betty Friedan

B. Gloria Steinam

C. NOW

D. Harper Lee

Essay/Problem Questions

8. Do you think that President Kennedy handled the Cuban missile crisis aswell as he could have? Why or why not? Evaluate the consequences of thecrisis. Was it worth the enormous risk of nuclear war?

9. What influence did the 1960s have on the 1990s? How much real progresshas been made in terms of civil rights and poverty?

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Teacher’s Guide

ANSWER KEYThe following provides the answers and references for the practice testquestions. Video objectives are referenced using the following abbreviation:V=Video Objective.

Multiple Choice Essay/Problem Questions:

1. C Ref. V 4 8. Ref. V 2

2. A Ref. V 2 9. Ref. V 1; 3

3. D Ref. V 1

4. A Ref. V 1

5. C Ref. V 1

6. C Ref. V 1

7. D Ref. V 1; 5