Lesson Plan # 5 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
American History II Other Social Movements / The Rise of 1950 Zoey Hanson
and 1960 Social Movements
Lesson Essential Question (LEQ) or How did social movements of the 1960s shape and change the meaning of the American Dream?
Learning Objective (LLO)
NC Essential Standard(s) ● AH2.H.8: Analyze the relationship between progress, crisis and the “American Dream” within the United States.
● AH2.H.1.3 Use Historical Analysis and Interpretation to:
1. Identify issues and problems in the past
2. Consider multiple perspectives of various
peoples in the past.
3. Analyze cause-and-effect relationships and
multiple causation.
4. Evaluate competing historical narratives and
debates among historians.
5. Evaluate the influence of the past on
contemporary issues.
Activity Details (Setting, steps, prompts) Purpose-Rationale Time
Pre-Lesson Play the songs "You Don't Own Me" and "Mad Music can be really telling of a time period and 10 Minutes
How do you prepare students for content & skills About the Boy," links included below. Ask the 60s/70s had many songs about activism.
acquisition, or use students’ prior knowledge? How students to listen to the lyrics of each of the These two are about feminism and
do you open this new lesson? songs and write down their thoughts as the song homosexuality. By listening to these songs and
plays. They can write down specific lyrics or just thinking about the lyrics, students are able to
general thoughts they have. When the songs are see the spirit of rebellion that existed at the
over ask students the following questions: time and show how more and more artists felt
"What are the main ideas of the songs?" comfortable to express their opinions as
society changed. This gets students thinking
"Both of these songs were written in the early
about how social movements changed society
1960s. Why do you think these artists felt
and what it meant to be American. No longer
confident enough to share these ideas?"
did American mean white, rich, and male.
Acquisition The instructor will give a lecture on brief This lecture covers a lot, but I wanted to 20 Minutes
How will students acquire new content or skills? Is histories of the second wave Feminist Movement cover more than the movements that are
acquisition teacher or student-centered? of the 1960s, the Gay Liberation Movement, the typically covered in history classes and
[Explain lesson goals by emphasizing LEQ/LLO] American Indian Movement, the Chicano textbooks. I wanted to cover as many
Movement, and the Environmental Movement movements as I could, even if it was only
briefly. This lecture should give students a
rough understanding of each movement. The
ASU Dept. of History· History Education Program· 2019-2020
specific movements I have chosen had
relatively large impacts on American history
and many of the movements still continue
today. For example, the Environmental
movement was closely related to the energy
crisis students will study in the next unit and
there is still a large Environmental movement
today that focuses largely on climate change.
By studying these movements, students can
better understand events they are related to
(past and current) and how the modern
movement developed out of such a polarizing
time in history.
Extending & Refining I (group) Split students into 5 groups. Students may pick I wanted students to do their own research on 30 Minutes
How will students practice new content and skills their own groups based on interest in a each movement since it is impossible to cover
by working with classmates? How does this activity movement, as long as groups are roughly equal it all in one lecture, but also impossible for
promote historical thinking skills and using in number. Assign each group a different social every student to do every movement. For this
primary/secondary sources?
movement from the 1960s. This includes… reason, I gave them a choice to pick their own
-The Second-Wave Feminist Movement movement. This allows students the
opportunity to pick a movement that they are
-The Gay Rights/Liberation Movement
interested in or identify with. For example, an
-The American Indian Movement LGBT student may want to learn more about
-The Chicano Movement the Gay Rights movement or a Latinx student
-The Environmental Movement may want to learn about the Chicano
movement. This is a lot for students to cover
Ask each group to do some research on the
so I am not too concerned if they miss out on
movement using their textbook, notes, or the
one or two of the things asked of them
internet through chromebooks/ipads ets. Ask
regarding their poster. I do however, want
students to create a poster about their assigned
them to share what they find to teach their
movement. This should include a timeline of the
classmates more about each movement.
movement's important events, brief biographies
of 1-2 prominent leaders, the goals of the
movement, and any legal or social changes
caused by the movement.
Students will share what they found with the
rest of the class
Adjustments If students continue to struggle with the This activity provides students a visual of each 10 Minutes
What adjustments will you make if students material, show students a photo from each of movement they have just studied. Many of the
struggle or progress too quickly (before advancing the movements and, as a class, work through images are of protest, showing the type of
further)? how that photo illustrates and relates to what people involved, and the demands are often
ASU Dept. of History· History Education Program· 2019-2020
the group assigned to that movement just expressed through the signs or banners being
shared. carried.
If students move too quickly this time can be This added time will allow students to
used for students to do more in-depth research complete more of the requirements for the
in their groups or give them more time in poster in refining I
refining II so they are less likely to have
homework.
(Other adjustments can be made based on
students' specific needs)
Extending & Refining II (individual) Students will be given a handout with a primary This activity gives students a direct primary 15 Minutes
How do students (and teacher) know if they are document from each of the movements they source for each movement they have been
mastering the content and/or skills for this lesson? have been studying (included below). Students studying. This will allow them to more deeply
[Formal, informal assessments to measure learning] should use this time to begin this assignment and understand each movement by pulling out
what is not finished will be homework. Students what each movement wanted and what an
should read each document. and answer the ideal American meant for each group. This
following question for each This can be done directly applied the LEQ and UEQ to each
individually or with assigned groups. If the movement.
instructor chooses for students to do this in
their groups, this assignment can be merged with
the last activity and students can have more time
to work on their posters.
"What does this document tell you about the
goals of the associated movement?"
"Based on this document and what you know
about the movement associated with it, how
would that movement define the American
Dream?"
Closure Ask students to consider everything they have This allows students to take everything they 5 Minutes
How do students put it all together for today’s learned in this unit, including the movements have learned and define the American Dream
lesson? The closure activity helps tie this lesson to from this lesson, the peace movement, and civil in their own words. they have studied what
the overall unit. Re-emphasize LEQ/LLO, rights. Ask them to think about the goals of each various social movements wanted and why and
UEQ/ULO, and “big picture” understanding
movement. Have students write on a notecard therefore, should be able to come up with a
how they would define the "American dream" strong definition to answer the LEQ/UEQ.
after studying these movements.
Formative - Informal Summative - Formal
ASU Dept. of History· History Education Program· 2019-2020
Assessments The presentations and the primary document analysis
are both formative assessments. The presentation
shows that students understand the movement they
have studied because it requires them to teach their
peers that information. The primary document packet
allows students to explicitly identify the goals of EACH
movement. This allows for the instructor to observe
that students are understanding what they should. If
students do not grasp what they should, this unit is
only 8 days, the 9th day can be review for the unit
assessment on day 10, or can be used to address what
students still do not understand.
The closing activity requires students to reflect on, not
only what they learned from this lesson, but also from
the whole unit. The activity directly addresses the LEQ
and UEQ. It requires students to apply themes to come
up with their own summary.
Materials & Supplies ● Pen/Pencil/Paper ● Poster paper/board
Sources & Notes Sources (Chicago Manual of Style) Notes to self
Where did you research content for today’s ● “AIM Occupation of Wounded Knee Begins.” ●
lesson? Where did you find helpful information,
History. A&E Television Networks, February 9,
primary & secondary sources, and lesson plan
ideas? 2010.
https://www.history.com/this-day-in-history/aim-oc
cupation-of-wounded-knee-begins.
● à la elvis. "Mad About The Boy- Gene
Howard."Youtube Video, 2 :37. January 3, 2017.
https://www.youtube.com/watch?v=2wRrL5khiCA
● Bologna, Caroline. “17 Feminist Songs That Were
Ahead Of Their Time.” HuffPost. HuffPost,
December 5, 2016.
https://www.huffpost.com/entry/17-feminist-songs-
that-were-ahead-of-their-time_n_56fc6b46e4b0daf
53aeeaf5a.
● “Broadcast for Chicano Educational
Development.” University of Washington Archives.
United Mexican-American Students, May 5, 1969.
https://depts.washington.edu/civilr/images/mecha/d
ocs/pdfs/UMASProposal.pdf.
ASU Dept. of History· History Education Program· 2019-2020
● Burkett, Elinor, and Laura Brunell. “The Second
Wave of Feminism.” Encyclopædia Britannica.
Encyclopædia Britannica, inc., March 5, 2020.
https://www.britannica.com/topic/feminism/The-sec
ond-wave-of-feminism.
● Chisholm, Shirley. “Equal Rights for Women /
Women's Liberation Movement Print Culture /
Duke Digital Repository.” Duke Digital
Collections. Accessed April 5, 2020.
https://repository.duke.edu/dc/wlmpc/wlmms01015
.
● Colon, Shayla. “¡Ya Basta! Exhibit Commemorates
East LA High School Walkouts and Today's
Student-Led Protests.” Latino USA. National Public
Radio, July 9, 2018.
https://www.latinousa.org/2018/07/03/yabasta/.
● Hayes, Dennis. “The Beginning.” The Spector of
Environmentalism. Environmental Action, 1970.
http://archive.oah.org/special-issues/teaching/2009_
06/ex3.html.
● Johnson, Phil. “A Letter from Phil Johnson to
Circle of Friends Board Members Outlining the
History of the Organization.” A letter from Phil
Johnson to Circle of Friends board members
outlining the history of the organization. | DPLA.
UNT Archives. Accessed April 5, 2020.
https://dp.la/primary-source-sets/stonewall-and-its-i
mpact-on-the-gay-liberation-movement/sources/14
08.
● Kohout, Sarah, Genevieve Huard, and Lynda
Foster. “The Women's Caucus Would like to
Wish Gloria Steinem a Happy Birthday!” Young
Democrats of Washington, May 29, 2019.
https://ydwa.org/blog/2015/03/27/the-womens-cauc
us-would-like-to-wish-gloria-steinem-a-happy-birth
day/.
● Livermore, Earl. “An Excerpt from an Interview
with Earl Livermore about the Indians of All Tribes
(IOAT) Occupation of Alcatraz, 1970.” An excerpt
from an interview with Earl Livermore about the
ASU Dept. of History· History Education Program· 2019-2020
Indians of All Tribes (IOAT) occupation of
Alcatraz, 1970. | DPLA. University of Utah.
Accessed April 5, 2020.
https://dp.la/primary-source-sets/the-american-indi
an-movement-1968-1978/sources/1329.
● The Editors of Encyclopaedia Britannica.
“American Indian Movement.” Encyclopædia
Britannica. Encyclopædia Britannica, inc., April 26,
2018.
https://www.britannica.com/topic/American-Indian-
Movement.
● “The Modern Environmental Movement.” PBS.
Public Broadcasting Service. Accessed April 5,
2020.
https://www.pbs.org/wgbh/americanexperience/feat
ures/earth-days-modern-environmental-movement/
.
● “The Movement.” Rachel Carson & the
Environmental Movement. Accessed April 5, 2020.
https://rachelcarsonenviromovement.weebly.com/t
he-movement.html.
● Tobin, Kay. “Barbara Gittings in Picket Line,
Enlargement.” NYPL Digital Collections, 1965.
https://digitalcollections.nypl.org/items/510d47e3-b
650-a3d9-e040-e00a18064a99.
● Treuer, David. “How a Native American
Resistance Held Alcatraz for 18 Months.” The
New York Times. The New York Times,
November 20, 2019.
https://www.nytimes.com/2019/11/20/us/native-am
erican-occupation-alcatraz.html.
Edits: I only made two adjustments to this lesson. First, I was not specific enough in rationalizing my acquisition. Feedback suggested I
address why students needed to study these movements. Therefore, I went back and described that students need to understand these
movements in order to understand the development of events both past and current that relate to those movements. I gave an example of the
Environmental movement and their relationship with the energy crisis during Carter's presidency and with the modern movement protesting
for more environmental friendly policy. Second, I combined by refining sections into one large (optional) activity. I really liked my original
activity but was concerned about time, as was the feedback I received. It was then suggested that I add the second refining activity to the
first. I did just this in an attempt to give students more time while maintaining the important aspects of the lesson.
ASU Dept. of History· History Education Program· 2019-2020
Content Notes
● Second-Wave Feminism
○ Many women, especially younger women, felt they should not have to fill the homemaker child-raising role of their mothers-
they felt it would be unfulfillingGay Liberation Movement
○ Equal Rights Amendment: sought legal equality for women and banned discrimination on the basis of sex, was passed by
Congress in 1972 (but, following a conservative backlash, was never ratified by enough states to become law).
○ Roe v Wade- One year later, feminists celebrated the Supreme Court decision in Roe v. Wade, the landmark ruling that
guaranteed a woman’s right to choose an abortion.
○ The women's movement had other success- assailing college curricula that lacked female authors to promote the use of the
word Ms. as a neutral form of address—that is, one that did not refer to marital status. Health collectivesand rape crisis
centres were established. Children’s books were rewritten to obviate sexual stereotypes. Women’s studies departments were
founded at colleges and universities. Protective labour laws were overturned. Employers found to have discriminated against
female workers were required to compensate with back pay. Excluded from male-dominated occupations for decades, women
began finding jobs as pilots, construction workers, soldiers, bankers, and bus drivers.
○ 1968 Miss America Protest- Sept 7: 400 protesters organized outside the Miss America pageant to detest "The Degrading
Mindless-Boob-Girlie Symbol" and American society's beauty expectations.
● Gay Liberation Movement
○ In most states, homosexuality was criminalizd and illegal. It was also illegal to present in clothing other than ones' sex
assigned at birth. President Eisenhower in 1953, classified LGBT individuals as security threats and signed an order that
prevented them from serving in government positions. LGBT people were frequently subject to exclusion in the workplace
and schools, police brutality, and assaults.
○ Stonewall Riots- June 1969 is considered the beginning of LGBT protest for equality: The bar had been frequently raided and
its patrons frequently arrested- On one of these raids, the patrons fought back, throwing rocks and bottles at the police-
Marsha P Johnson- The protests that lasted the days afterward would signal the beginning of LGBT activism
○ Primary Goals: decriminalization and equal treatment under law
○ Achievements: Right to publish LGBT magazines, won employment discrimination cases, constraints on police harassment,
media visibility
○ Mainly sought recognition and inclusion in American society
○ Became increasingly militant over time
● American Indian Movement
○ founded in Minneapolis, Minnesota, in 1968 by Dennis Banks, Clyde Bellecourt, Eddie Benton Banai, and George Mitchell.
○ Its original purpose was to help Indians in urban ghettos who had been displaced by government programs that had the effect
of forcing them from the reservations. Its goals eventually encompassed the entire spectrum of Indian demands—economic
ASU Dept. of History· History Education Program· 2019-2020
independence, revitalization of traditional culture, protection of legal rights, and, most especially, autonomy over tribal areas
and the restoration of lands that they believed had been illegally seized.
○ Occupation of Alcatraz- 1969-1971: AIM agreed to pay 25$ in beads and trinkets, what the settlers paid for manhattan, for
Alcatraz- AIM took control of the island and built a community and haven for all Indian people- Inside Alcatraz they built
homes, a school, stores, offices, etc
○ March 1972- March on Washington DC- 500 AIM activists end up occupying the Bureau of Indian Affairs for seven days to
protest violated federal treaties
○ 1973 takeover of Wounded Knee to protest US government Indian policy- 200 Sioux- AIM took 11 residents of the historic
Oglala Sioux settlement hostage as local authorities and federal agents descended on the reservation- The day after the
Wounded Knee occupation began, AIM members traded gunfire with the federal marshals surrounding the settlement and
fired on automobiles and low-flying planes that dared come within rifle range.- lasted 71 days total- two Sioux men were shot
to death by federal agents and several more were wounded. On May 8, the AIM leaders and their supporters surrendered after
officials promised to investigate their complaints.
○ Congress took no steps to honor broken Indian treaties, but in the courts some tribes won major settlements from federal and
state governments in cases involving tribal land claims.
● Chicano Movement
○ Chicano, a derogatory term (sons and daughters of Mexican immigrants- not Mexican, not American), was reclaimed during
the Chicano movement, an effort to extend civil rights and empowerment to Mexican-Americans and other Latinx people
○ Included a broad list of goals: restoration of land grants, farm workers' rights, enhanced education, correcting voting and
political ethnic stereotypes of Mexicans in mass media and the American consciousness.
○ Increased literature and art representing Chicano people
○ The Mexican American Legal Defense and Educational Fund (MALDEF), founded in 1968 and modeled after the NAACP,
became the leading force for Chicano activism
○ In the 1960s Chicano movement, walk-outs and student activism fought for increased representation in curriculums and
student bodies.- These student groups also protested police brutality and the war in Vietnam
○ Labor movement within the Chicano movement- worked to get equal rights for Hispanic workers, primarily laborers in the
agriculture business- often denied benefits and underpaid- Ceasar Chavez became the leading voice for these workers
● Environmental Movement
○ 1962- Rachel Carson published her book Silent Spring- first author to speak out about how the heavy use of American
pesticides were destroying ecosystems and killing animals- sold over 2 million copies
○ 1963: The Clear Air Act passes, allocating $95 million for the study and cleanup of air and water pollution. The act gives the
federal government authority to reduce interstate air pollution, regulate emission standards for stationary pollution sources,
and invest in technologies that will remove sulfur from coal and oil.
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○ 1965: The Water Quality Act passes, enhancing Federal control over water quality initially set by the Federal Water Pollution
Control Act of 1948. These federal standards will become the baseline for statewide water quality levels.
○ 1965: The Motor Vehicle Air Pollution Control Act sets the first federal automobile emission standards.
○ 1966: The Endangered Species Act passes, authorizing the Secretary of the Interior to list endangered domestic fish and
wildlife and allotting $15 million a year in the protection of such species.
○ 1968- Paul Ehrlich- The Population Bomb- Human overpopulation would lead to degrading resources and, in turn, starvation
and death
○ January 1969: The Santa Barbara oil well blowout spills over 200,000 gallons of oil into the ocean for 11 days straight. Due
to the destruction and extreme pollution of the California coastline, the spill leads directly to reforms in the energy industry
○ April 22, 1970- The first Earth day- demonstrations including teach-ins and marches took place in communities throughout
the US in an effort to spread awareness about the environment- organized by senator Gaylord Nelson of Wisconsin and
Dennis Hayes
○ 1970: The EPA is established
○ Other legislation was passed following earth day including, clean water and the banning of DDT
ASU Dept. of History· History Education Program· 2019-2020
You Don't Own Me Video
Mad About The Boy Video
PRIMARY SOURCES:
Gay Rights Movement
Womens Rights Movement
AIM Alcatraz pg 1-3
Chicano Movement - Needs to be retyped for students- difficult to read
"The Beginning" Environmental Movement
PHOTOS
Womens Movement
ASU Dept. of History· History Education Program· 2019-2020
Gay Rights Movement
AIM
ASU Dept. of History· History Education Program· 2019-2020
Chicano Movement
Environmental Movement
ASU Dept. of History· History Education Program· 2019-2020
