t h e a r t i o s h o m e c o m p a n i o n s e r i e s ...€¦ · unit 24: camelot, civil rights...

Modern: Elementary Unit 24: Camelot, Civil Rights and the Great Society -

T h e A r t i o s H o m e C o m p a n i o n S e r i e s

Unit 24: Camelot, Civil Rights and the Great Society

T e a c h e r O v e r v i e w

When John F. Kennedy defeated Richard Nixon in 1960, the United States was at the apex of its postwar optimism. The 1950s economy raised the American standard of living to a level second to none. Although communism was a threat, the rebuilt nations of Western Europe proved to be solid Cold War allies.

The Soviet Union had the technology to send a nuclear missile across the North Pole, but the United States maintained a superiority that could obliterate any nation who dared such an attack. Across the world, newly independent nations looked to the United States for assistance and guidance. Few Americans would have believed that by the end of the decade the nation would be weakened abroad and divided against itself.

Kennedy embodied that early ebullience. The youthful president and his wife evoked parallels to the magical time of King Arthur and Camelot. His New Frontier program asked the nation’s talented and fortunate to work to eliminate poverty and injustice at home while projecting confidence overseas. Although Congress blocked many of his programs, his self-assurance was contagious, and the shock of his untimely death was nothing less than devastating.

source ushistory.org

John F. Kennedy’s youthful good

looks helped him win the White

House in 1960 and usher in an era of

American politics remembered as

“Camelot.”.

Reading and Assignments

Based on your student’s age and ability, the reading in this unit may be read aloud to the student and journaling and notebook pages may be completed orally. Likewise, other assignments can be done with an appropriate combination of independent and guided study. In this unit, students will:

Complete nine lessons in which they will learn about politics and events surrounding JFK, MLK , LBJ and strides towards civil rights.

Define vocabulary words.

Read selected chapters from Number the Stars.

Complete literature assignments including creating a tri-fold brochure of your travel brochure.

Complete the Units 20-23 Review on the Artios Home Companion website.

Visit www. ArtiosHCS.com for additional resources.

http://www.artioshcs.com/


Leading Ideas

The Bible provides the ethics upon which to judge people and nations. — Exodus 20:1-17 God is sovereign over the affairs of men. From one man He made all the nations, that they should inhabit the whole earth; and He marked out their appointed times in history and the boundaries of their lands.

— Acts 17:26

Key People and Events

Cuba Bull Conner President John F. Kennedy Bay of Pigs Upward Bound Central Intelligence Agency (CIA) Martin Luther King Jr. Sit-ins Congress for Racial Equality (CORE) Headstart Job Corps First Secretary Nikita Khrushchev Teacher Corps Nobel Peace Prize Neighborhood Youth Corps Medicare Medicaid Prime Minister Fidel Castro John Lewis Coretta Scott King Governor George Wallace Malcom X Hosea Williams Dallas County Sheriff Jim Clark Governor John Connally Vice-President and President Lyndon Johnson Ku Klux Klan Commissioner Eugene “Bull” Connor The Great Society First Lady Jaqueline Kennedy James Reeb Justice Thurgood Marshall Southern Christian Leadership Conference (SCLC) Student Nonviolent Coordinating Committee (SNCC) National Association for the Advancement of Colored People (NAACP)

Vocabulary

Lesson 1: Lesson 6: none none Lesson 2: Lesson 7: none satire poverty Lesson 3: none Lesson 8: none Lesson 4: none Lesson 9: none Lesson 5: none

John-John, Jackie, Caroline, and Jack, in Hyannis Port, 1962


L i t e r a t u r e , C o m p o s i t i o n , a n d G r a m m a r

Number the Stars by Lois Lowry

Literature for Units 20 - 24

Unit 24 Assignments

Literature

Finish reading Number the Stars, including the “Afterward.”

Composition

Create a tri-fold brochure, plan out your pages, and then copy your final draft into your brochure. You should have a front cover, three inside sections and an inside flap for your countries, and a back cover. You might desire to create your travel brochure digitally, and you may even find a template on the Internet for the word processing program that you use. Alternately, you could create your tri-fold brochure out of a piece of poster board to allow yourself more room for writing and images. When you are finished, add illustrations and other decorations to make your brochure visually appealing. You may even choose to use printed pictures of your country. List your sources in a "For More Information" section on the back cover of your brochure, and then create an interesting front cover.

If you are using this curriculum in a class setting, you might desire to host a "Travel Day," where you can play the part of a travel agent and attempt to "sell" a tour through your chosen World War II countries to visiting tourists.

Grammar

Complete the Units 20-23 Review on the Artios Home Companion website.

Check to make sure that all of your buzzwords and editing marks have been added to your “cheat sheet”.


L e s s o n O n e

H i s t o r y O v e r v i e w a n d A s s i g n m e n t s

Being President Isn’t Easy

The official White House portrait of

John F. Kennedy, by Aaron Shikler.


Read Chapter 18 in the book, A History of US: All the People, “Being President Isn’t Easy.”

After reading the chapter, summarize the story you read by either:

▪ Retelling it out loud to your teacher or parent. OR

▪ Completing an appropriate notebook page.

Either way, be sure to include the answers to the discussion questions and an overview of key people, dates, and events in your summary.

Choose at least one of the “boxed” or column topics in your reading. Be prepared to share what you learn about that extra topic.

Be sure to visit www.ArtiosHCS.com for additional resources.


Cuba Prime Minister Fidel Castro President John F. Kennedy Bay of Pigs First Secretary Nikita Khrushchev Vice President Lyndon Johnson Central Intelligence Agency (CIA)

Discussion Questions

1. To what political ideal did Castro ascribe?

2. What happened when Castro became the leader of Cuba?

3. Describe the events surrounding the Bay of Pigs in Cuba?

4. How did Kennedy react to the fiasco of the Bay of Pigs?

5. What agreement was finally made between the U.S. and Russia regarding military arms?



L e s s o n T w o


Some Brave Children Meet a Roaring Bull

Eugene "Bull" Connor,

Birmingham Commissioner of Public Safety


Read Chapter 19 in the book, A History of US: All the People, “Some Brave Children Meet a Roaring Bull.”








Ku Klux Klan Commissioner Eugene “Bull” Connor Martin Luther King Jr. Sit-ins


1. Describe the events that occurred in Birmingham, Alabama during this time?

2. Who was at the center of all of the controversy?

3. How did television affect the events and the outcome of these events?



L e s s o n T h r e e


Standing with Lincoln

King is most famous for his "I Have a Dream" speech,

given in front of the Lincoln Memorial during the

1963 March on Washington for Jobs and Freedom.


Read Chapter 20 in the book, A History of US: All the People, “Standing with Lincoln.”








National Association for the Advancement of Colored People (NAACP) Southern Christian Leadership Conference (SCLC) Student Nonviolent Coordinating Committee (SNCC) Congress for Racial Equality (CORE) Martin Luther King Jr. Justice Thurgood Marshall


1. Did all African-Americans support Martin Luther King Jr.’s nonviolent approach to change?

2. How many people were expected to come to the march on Washington?

3. How many people actually came?

4. Describe some of the more dramatic ways people traveled to be there.



L e s s o n F o u r


The President’s Number

President Kennedy with his wife, Jacqueline, and Governor of Texas John Connally

in the presidential limousine, minutes before the President's assassination


Read Chapter 21 in the book, A History of US: All the People, “The President’s Number.”

After reading the chapter, summarize the story you read by either: ▪ Retelling it out loud to your teacher or parent.

OR ▪ Completing an appropriate notebook page.







President John F. Kennedy First Lady Jaqueline Kennedy Vice-President Lyndon Johnson Governor John Connally


1. What issues did President John F. Kennedy wish to address and what changes did he hope to make?

2. What opposition did he face in these areas?

3. Describe the events surrounding the assassination of President Kennedy.

The path used by the motorcade. North is almost directly to the left.

Dealey Plaza from above. The Book Depository and north pergola (on the so-called "grassy knoll"

are at photo upper center. The parking lot of the Book Depository and Museum, behind the pergola and photo

left of the depository, is behind the modern fence on the "grassy knoll."


L e s s o n F i v e


LBJ

Official White House portrait of Lyndon B. Johnson


President Lyndon Johnson


Read Chapter 22 in the book, A History of US: All the People, “LBJ.”








1. How did Lyndon Johnson become president?

2. What was Johnson’s biggest dream to accomplish while president?

3. Describe Lyndon Johnson’s background.

4. What was significant about Johnson’s re-election?

Johnson being sworn in aboard Air Force One by Federal Judge Sarah

T. Hughes. On the right is Mrs. Kennedy; to the left is Mrs. Johnson



L e s s o n S i x


The Biggest Vote in History

Presidential election results map. Red denotes states

won by Goldwater/Miller, Blue denotes those won by

Johnson/Humphrey. Numbers indicate the number of

electoral votes allotted to each state.


The Great Society President Lyndon Johnson


1. Describe President Johnson’s political background and experience.

2. What did Johnson dream of when he talked about the “Great Society?”

3. How was Johnson different than other presidents?


Read Chapter 23 in the book, A History of US: All the People, “The Biggest Vote in History.”







President Johnson signs the Voting Rights Act of 1965



L e s s o n S e v e n


Salt and Pepper the Kids

Using his Texas sized personality, Lyndon Johnson intended to continue to build his “Great Society.” It led to the passing of The Civil Rights Act of 1964. This act outlawed most forms of discrimination and laid the foundation for government programs like Headstart, the Job Corps, Upward Bound, the Neighborhood Youth Corps, the Teacher Corps, Medicare and Medicaid. But being president was much more difficult than President Johnson expected. The Vietnam War continued to plague his presidency as it drained more and more money from the American economy.

President Lyndon B. Johnson signs the Poverty Bill (also

known as the Economic Opportunity Act) while press and

supporters of the bill look on, August 20, 1964


President Lyndon B. Johnson Neighborhood Youth Corps Headstart Job Corps Upward Bound Teacher Corps Medicare Medicaid Vietnam War

Vocabulary

satire poverty


Read Chapter 24 in the book, A History of US: All the People, “Salt and Pepper the Kids.”

Define each vocabulary word in the context of the reading and put the word and its definition in the vocabulary section of your notebook.







1. Describe President Johnson’s dream of a “Great Society.”

2. What was the purpose of the Headstart program?



3. What was the purpose of the Job Corps program?

4. What was the purpose of the Upward Bound program?

5. What was the purpose of the Neighborhood Youth Corps program?

6. What was the purpose of the Teacher Corps?

First Lady Lady Bird Johnson visits a

Head Start class in 1966

Lyndon B. Johnson at the Elementary and Secondary

Education Act (ESEA) signing ceremony, with his

childhood schoolteacher Ms. Kate Deadrich Loney

The Job Corps Logo

President Lyndon B. Johnson signing the

1967 Clean Air Act in the East Room of the

White House, November 21, 1967.

The National Trails System was created by the

National Trails System Act,

enacted October 2, 1968


L e s s o n E i g h t


A King Gets a Prize and Goes to Jail

At the age of 35, Martin Luther King Jr. was the youngest person to ever be awarded the Nobel Peace Prize. This prize was awarded each year to the person who had given the most to the cause of peace. This was a great honor for Martin Luther King Jr. However, there were some Americans who were furious that an African-American had been awarded such a prestigious prize. Receiving this international award didn’t stop authorities in Selma, Alabama from arresting King and putting him in jail for his efforts to help black citizens vote. In fact, authorities went so far as to throw children into jail for participating in peaceful marches in Selma, Alabama. The battle for equality was not yet won.

Brown Chapel African Methodist Episcopal (A.M.E.)

Church in Selma, Alabama


Read Chapter 25 in the book, A History of US: All the People, “A King Gets a Prize and Goes to Jail.”







Nobel Peace Prize Martin Luther King Jr. Commissioner Bull Conner John Lewis Malcom X Coretta Scott King Dallas County Sheriff Jim Clark


1. What is the Nobel Peace Prize?

2. What was Bull Connor’s response to King’s achievement?

3. Why was King jailed in Selma, Alabama?



4. Why was the 15th amendment not working for blacks in the rural south?

5. What was the history of Selma, Alabama?

6. How did the African American citizens of Selma react to not being allowed to register to vote?

7. How were the beliefs and ideals of Malcom X different than those of Martin Luther King Jr.?

Coretta Scott King with her husband and daughter

Yolanda in 1956.

The Nobel Prize

Malcolm X's only meeting with Martin Luther King, Jr.,

March 26, 1964

John Lewis, 1964


L e s s o n N i n e


From Selma to Montgomery

When the peaceful group of 600 men, women, and children reached the top of the hill facing the bridge that led out of Selma, Alabama, they were faced with Alabama state troops who were lined up, wearing gas masks, and holding bullwhips and billy clubs. What did this group intend to do that caused this response from the authorities? They wished to peacefully march to Montgomery, Alabama and demand from Alabama Governor George Wallace their constitutional right to vote.

Selma to Montgomery marches, 1965


Read Chapter 26 in the book, A History of US: All the People, “From Selma to Montgomery.”

After reading the chapter, summarize the story you read by either: ▪ Retelling it out loud to your teacher or parent.

OR ▪ Completing an appropriate notebook page.






Governor George Wallace Martin Luther King Hosea Williams Commissioner Bull Conner James Reeb


1. Describe the racial tension in Selma, Alabama over the right of African Americans to vote.

2. Why did 600 people – men, women, and children - intend to march to Montgomery, Alabama and what did they hope to accomplish?

3. What happened when this group came in sight of the bridge that led out of Selma?

4. How did King respond?

5. How did television aide in the march to Montgomery?

6. What was the fate of James Reeb and why?

7. What was President Johnson’s response to the fate of James Reeb?

James Reeb (January 1, 1927 – March 11, 1965)

was an American Unitarian Universalist minister

from Boston, Massachusetts, and a pastor and

civil rights activist in Washington, D.C.

Hosea Lorenzo Williams (January 5, 1926 –

November 16, 2000) was a United States civil rights

leader, ordained minister, businessman,

philanthropist, scientist, and politician.


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