The goal of this inquiry is to present the social movements of the 1960s as an interconnected whole, not just isolated causes. Doing so helps students understand the significance of the era and the mindset of people at the time. 1960s activists– and their critics– often spoke about change as a revolution.
Did the movements of the 1960s create a revolution?
Have students search for “revolutionary” or “revolution” and various consumer products, and watch “What is Revolution?” and discuss the academic definition of revolution.
Who created the movements of the 1960s-- were they ordinary people or elites?
Formative TasksStudents work in groups to complete the graphic organizer provided for their assigned activists and then share with the class.
SourcesStudents generate their own sources through Internet searches, guided by the graphic organizer provided (list of people to research also provided).
What did the 1960s movements seek to change-- did those changes require reform or transformation?
Formative TasksGroups complete graphic organizers, then individually answer the supporting question in a thesis statement, listing 3-5 pieces of supporting evidence.
SourcesSource A: March on Washington<br /> Source B: A Kind of Memo<br /> Source C: The Incredible War<br /> Source D: Where do we go from here?<br /> Source E: El Plan Espiritual de Aztlán<br /> Source F: Occupy Alcatraz
Did activists work inside or outside the established political system?
Formative TasksStudents complete a Venn diagram placing actions in circles of “within political system,” “outside political system,” or “both inside/outside.”
SourcesSource A: Letter from a Birmingham Jail<br /> Source B: YouTube playlist (see links provided)
Were the movements successful?
Formative TasksStudents highlight or annotate the timeline and polling data for markers of success, barriers to success, or ambiguous relationship to success
SourcesSource A: Timeline: Charting the 1960s Movements Over 50 Years (provided)<br /> Source B: Links to polling on topics related to the 1960s movements (provided)
Argument: Construct an argument (detailed poster, outline, essay) that addresses the compelling question using specific claims and relevant evidence from the sources while acknowledging competing views.
Extension: Hold a structured academic controversy on the compelling question (examples of how to structure here: https://sheg.stanford.edu/structured-academic-controversy-sac-lessons).
No data found.
C3Teachers.org facilitates open collaborative conversations among teachers as they tinker with their own instructional practice as it relates to the C3 Framework.
If you are interested in offering more professional development opportunities, rethinking or redesigning your social studies curriculum, we’d love to talk.
