Course Content
Technical Support
1-800-234-5832
M–Th: 8:00A.M.–Midnight EST
F: 8:00A.M.–10:00P.M. EST
Lesson Plans
The American People: Creating a Nation and a Society ©2001
by Gary B. Nash and Julie Roy Jeffrey John B. Howe, Peter J. Frederick, Allen F. Davis, Allan M. Winkler
Focus Lesson 23
Chapter 28: "High Water Mark and Ebb Tide of the Liberal State"
AP* Course Description
- Truman and the Cold War
- Postwar domestic adjustments
- Taft-Hartley Act
- Civil rights and the election of 1948
- Eisenhower and Modern Republicanism
- American people: homogenized society
- Prosperity: economic consolidation
- American people: homogenized society
- Kennedy's New Frontier; Johnson's Great Society
- New domestic programs
- Tax cuts
- War on poverty
- Affirmative action
- New domestic programs
- Nixon
- Election of 1968
- New Federalism
- Watergate
- The United States since 1974
- Ford and Rockefeller
- Carter
- Deregulation
- Energy and inflation
Key Components
- Instructor's Guide: pp. 134–137
- Study Guide, Vol. II: pp. 114–120
- Test Bank: pp. 454–470
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check for updated links to U.S. history sites.
- John Kennedy
- Lyndon Johnson
- Richard Nixon
- Gerald Ford
- Jimmy Carter
- Washington Post: Revisiting Watergate
Key Words and Terms
- Employment Act
- Dixiecrats
- Submerged Lands Act
- War on Poverty
- Elementary and Secondary Act
- Watergate
- OPEC
- Hubert Humphrey
- George Wallace
- Henry Kissinger
- Eugene McCarthy
- Daniel Ellsberg
- Job Corps
- Taft-Hartley Act
- Fair Deal
- Economic Opportunity Act
- Department of Housing and Urban Development
- Spiro Agnew
- Adlai Stevenson
- Lee Harvey Oswald
- Warren Burger
- John Mitchell
- Barry Goldwater
- Peace Corps
- VISTA
Suggested Pacing
Allow one week to teach this chapter.
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
The authors of the text posit the 1960s as the apex of liberal government in the United States. The belief that government could step in to solve deep-seated social, political, and economic problems for its citizens was the cornerstone of the administrations of Franklin Roosevelt, John Kennedy, and Lyndon Johnson. This optimism was replaced by the increasingly conservative Republican view that "the government that governs least governs best." The Vietnam War, the Watergate crisis, and the ineffectual efforts of the federal government to solve domestic problems led to a souring of the electorate about what government could and should do.
Summing Up Student Understanding
The following activity will help students summarize major events of the 1960s and 1970s on the domestic front. Divide the class into seven groups and have each group analyze the administration of one of the following Presidents: Truman, Eisenhower, Kennedy, Johnson, Nixon, Ford, and Carter. Each group will write a five-minute presentation explaining the goals, styles, achievements, and limitations of their President. Allow students ten minutes to incorporate and write their ideas; then have them make their presentations.
Have groups assess themselves using the following or a similar rating sheet.
|
EVALUATION SHEET Project: ________________________________________ Captain: ____________________ Date: ____________________ Class Period: ____________________ Self Grade: ____________________ NOTE: Please give numerical grades only, with 1 being the lowest and 5 being the highest.
OTHER COMMENTS: This should include constructive comments concerning the group work process. REMEMBER: Each member's evaluation grade should be based on two 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 14 and 17
- American Experiences: Vol. II From 1877, edited by Roberts and Olson (secondary source readings)—Part Seven