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Lesson Plans
The American Nation: A History of the United States ©2000
by John A. Garraty and Mark C. Carnes
Focus Lesson 24
Chapter 30: "From Camelot to Watergate"
Chapter 31: "Society in Flux"
AP* Course Description
- Kennedy's New Frontier; Johnson's Great Society
- Civil rights and civil liberties
- African Americans: political, cultural, and economic roles
- The leadership of Martin Luther King, Jr.
- Resurgence of feminism
- The New Left and the Counterculture
- Emergence of the Republican party in the South
- Foreign Policy
- Bay of Pigs
- Cuban missile crisis
- Vietnam quagmire
- Civil rights and civil liberties
- Nixon
- Election of 1968
- Nixon-Kissinger foreign policy
- Vietnam
- China: restoring relations
- Soviet Union: détente
- New Federalism
- Supreme Court and Roe v. Wade
- Watergate and resignation
Key Components
- Instructor's Manual:
Chapter 30, pp. pp. 292–304
Chapter 31, pp. 305–322 - Study Guide, Vol. II:
Chapter 30, pp. 237–260
Chapter 31, pp. 261–274 - Test Bank:
Chapter 30, pp. 504–521
Chapter 31, pp. 522–538
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Check the Online Companion Web site for updated links to U.S. history sites.
- John Fitzgerald Kennedy
- Lyndon Baines Johnson
- Richard Nixon
- Re: Vietnam: Stories Since the War
- Vietnam: Yesterday and Today
- Free Speech Movement Digital Archives
- The Sixties Project
Key Words and Terms
Chapter 30
- sit-in
- work-study-program
- defoliants
- search-and-destroy missions
- executive privilege
- "smoking gun"
- Nuclear Test Ban Treaty
- Montgomery bus boycott
- Job Corps
- Kent State
- CREEP
- Medicaid
- Environmental Protection Agency
- Lee Harvey Oswald
- Malcolm X
- Eugene McCarthy
- Hubert Humphrey
- Richard Daley
- George McGovern
- John Mitchell
- Civil Rights Act of 1964
- Fidel Castro
- Tet offensive
- Saturday Night Massacre
- freedom rides
- moratorium
- wage and price controls
- impoundment
- minimum income
- Viet Cong
- Warren Commission
- "Letter from Birmingham Jail"
- Head Start
- SALT I
- Medicare
- Operation Mongoose
- "I Have a Dream" speech
- Robert McNamara
- Jack Ruby
- Barry Goldwater
- Robert F. Kennedy
- George Wallace
- Henry Kissinger
- John Sirica
- Gulf of Tonkin Resolution
- Cuban missile crisis
- My Lai massacre
- Vietnamization
Chapter 31
- sun belt
- "vast wasteland"
- counterculture
- barrios
- Chicano/a
- SNCC
- NDEA
- AIDS
- Jack Kerouac
- Jackson Pollock
- Stokely Carmichael
- Kate Millet
- NOW
- Free Speech Movement
- feminists
- abstract expressionism
- "me generation"
- black power
- braceros
- yippies
- American Indian Movement
- Port Huron Statement
- Norman Mailer
- Joseph Heller
- Andy Warhol
- Allen Ginsburg
- Martin Luther King, Jr.
- César Chavez
- women's liberation
Suggested Pacing
As the date for the AP* exam approaches, class time must be devoted to completing as much of the textbook as possible. Allow one week to teach Chapters 30 and 31.
Test Strategy
During review sessions for the AP* exam, emphasize the importance of reading each question on the exam carefully. Students should read all the answer choices for a question before choosing. They should look for the best choice among the options, not necessarily the perfect choice. They should also beware of answers that are partly correct. The "right" answer will be wholly correct, so students need to consider all parts of each answer option. If one part is incorrect, the entire answer is incorrect and should be crossed off.
Key Concepts
- Civil rights movement
To help students make connections among events, have them compare the first period of Reconstruction and the Supreme Court decision in Plessy v. Ferguson to the opinion in Brown v. Board of Education and the civil rights movement of the 1960s. Students need to be aware that the civil rights movement was not a phenomenon of the 1960s but has its roots in the nineteenth century. Also review the Niagara Movement and the Universal Negro Improvement Association. - U.S. involvement in Vietnam
Trace U.S. involvement in Vietnam from the Truman administration through the administrations of Eisenhower, Kennedy, Johnson, and Nixon. Point out that the United States was drawn deeper and deeper into an internal conflict because of its policy of containment and, after Eisenhower, the theory of the domino effect. While many may believe that the United States lost the war because there was too much political dissent at home, in reality the United States lost the war because of the nature of the war.
Summing Up Student Understanding
Divide the class into groups of three or five students. Have each group select a man or woman that best represents the United States in the decade of the 1960s and then outline the information that would be contained in a magazine profile of that person. Before beginning, have students as a class develop a set of criteria to use to choose the man or woman of the decade. Give the students 15 minutes to complete the assignment. One member of each group must present the group's choice and explain how their chosen person meets the criteria.
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. II Since 1865, edited by Unger and Tomes—Chapters 13, 14, 16, 17, and 19
- The Power of Words: Vol. II From 1865, edited by Breen—Chapters 11, 12, and 13
- Constructing the American Past, Vol. II, edited by Gorn, Roberts, and Bilhartz—Chapters 11, 12, and 13
- American Experiences: Vol. II From 1877, edited by Roberts and Olson (secondary source readings)—Part Seven