Transcript Week 34: April 25-29 - Central Bucks School District

Week 34: April 25-29, 2016
Decades of Change
(Ch. 20-21)
Why are we here this week?
Students will share two chapter-specific PowerPoint presentations as
part of Unit IV: Decades of Change. Beginning with Chapter 20: New
Frontier and Great Society, students will present their PPT, participate
in a Socratic Symposium, and implement a (Kahoot) game. Finally, ALL
students will complete a quiz on Ch. 20. Chapter 21: Civil Rights will
also present this week.
Homework:
Complete Ch. 20 “ttt” & Alive! work Ch. 43, 48, 49
Collaborative assessment tomorrow; QUIZ Wednesday
Ch. 21: Civil Rights “ttt” & Alive! Ch. 44-46 due Friday
MondayWednesday, April 25-27, 2016
Decades of Change PROJECT
Ch. 20: New Frontier & Great Society
Review of expectations (rubric & groups)
The Americans, Ch. 20
History Alive! Ch. 43, 48, 49
Did you DROP final PPT in Robinson folder
on Thursday?
THANK YOU for following these directions! 
1. Chapter # and Period # in FILE NAME
2. PLEASE send me an office 365 link too!
3. Cover slide: Chapter Name/#, Period #, Student
Names, Spring 2016, PLUS a picture from each
person’s question/slide.
Your chapter-specific game is due
Wednesday, 4/27 by 2:30 PM
• Plan for 15-20 minutes of challenging “LEARNING
FUN”…review essential “ttt” and other MAIN
IDEAS!
• Consider PRIZES to generate maximum SYNERGY!
• All group members should plan to implement,
supervise, and/or assist with the game plan on
Day #3 (before the individual chapter quiz)
https://getkahoot.com/
• PICTURES are required for each question (small, relevant…IF you expect “full
credit”)
• Minimum of 3 questions per group member with “intelligent, NOT necessarily
all serious” answer choices
• RANDOMIZE question and answer choices ini “settings” BEFORE playing
Today is the “last” Tuesday Newsday presentation day for the foreseeable future…
ALL students who did NOT share yet must select an article and complete worksheet by 5/2
“5 WORDS” instructions
Identify *5 KEY “WORDS” (not a sentence) related to your terms
(explanatory “clues,” synonyms, people, places, events, dates, etc.)
*arrange words from hardest/most vague (1st) to easiest/most obvious (5th)

Select clip art, pictures, cartoons, or other visuals showing your term
1) Most difficult CLUE or HINT…
5) Easiest CLUE or HINT
Instructions for “5 WORDS” PPT
• You may *modify slide, but do NOT delete or
rearrange the order! (modify = change colors, background, motion
affects, emphasis, MORE pictures, etc.)
The slide should “lead” to the answer.
HARDEST clue appears 1st
2nd most CHALLENGING hint
3rd clue makes it CLEAR
Picture #1 is intriguing
4th clue is fairly EASY
5th WORD is blatantly OBVIOUS
Last picture “shows” the term
Term or Phrase
• 1st word
• 2nd
• 3rd
• 4th
• 5th
(hardest)
(challenging)
(clear)
(easy)
(obvious)
Your NAME
Term or Phrase
• 1st word
• 2nd
• 3rd
• 4th
• 5th
(hardest)
(challenging)
(clear)
(easy)
(obvious)
Your NAME
MNR’s New Deal: A challenging cranial endeavor!
OBJECTS of the GAME
Demonstrate your understanding of your Unit IV chapter by CONSTRUCTING game cards,* then
PLAYING a fast-paced, competitive game that tests your ability to score points by drawing,
recalling, acting, deciphering, etc. Chapter-specific CARDS will be created by each student from
the Americans and/or History Alive!
MATERIALS
Each chapter group will "equitably" divide the chapters from The Americans and History Alive!
so that each student has 3-5 unique & specific CONCEPTS: vocab terms, people, events, laws,
etc.
Each individual student will construct playing (index) cards:
sketcher: list SIMPLE, easy-to-draw things, followed by 3 "clues" or drawing ideas….like Pictionary
(players will DRAW and their teammates will try to GUESS what you have listed)
actor: list any specific person, event, or concept that could be dramatized (with or without words)….like charades
(you must list a few suggested actions, phrases, or hints…your may have forbidden words if you choose
no-know?: list concept, esp. challenging ones, followed by 5 obvious related words that cannot be said…like
CAT cannot say feline, mouse, dog, kitty, or furry…bulleted list of prohibited words
Taboo
orwd: scramble the letters of a fairly challenging concept, then write a definition beneath it…who/what am I?
dunsternadgin
Ability to know and appreciate wise & important things
imagine: draw or arrange picture(s) or clip art representing a specific concept, then EXPLAIN…who/what am I?
(during game teams try to GUESS what your picture represents…”fill” white side of card)
INCLUDE your NAME, Period #, and CHAPTER (20, 21, 22, 33, or 24) on your cards!!!
Unit IV: Decades of Change
History Alive!
The Americans
Visit Robinson SHARES
folder for Chapter 20,
21, 22, 23, OR 24 “ttt”
answers.
Chapter summaries contain ALL the
fill-in-blank NOTES that are relevant for
your topic:
Ch. 20: 43, 48, 49
Ch. 21: 44, 45, 46 (47)
Ch. 22: 51, 52, 53
Ch. 23: 47, 50, 55
Ch. 24: 53, 54, 55
Remember: Do ALL parts of Alive! assignment
as directed in your Unit IV packet!
Decades of CHANGE Project
Ch. 20
Ch. 21
New Frontier & Great Society
Civil Rights
Ch. 22
Vietnam Years
Ch. 23
Era of Social Change
Ch. 24
Age of Limits
• Groups of students will construct a chapter-specific presentation using PowerPoint
You will also be completing a “collaborative assessment” on each chapter/topic.
• All students will be responsible for one or more “telescoping the times”
questions/sections from The Americans READ the BOOK!
• Each question/section is 1-3 slides (intro/topic slide required, plus 12-15 slides/group)
• “Main ideas” & “essential” answers to “ttt” questions, plus relevant images, PPT effects,
textbook graphics are required
Use of video clips, music, History Alive! or other dynamic activities strongly suggested
• Each group will present their PPT to the class & participate in a “Socratic Symposium”
• Collaborative project = 50 major pts (teacher = 30; peer = 10; self-evaluation = 10)
Unit IV: Decades of Change
Be ready to listen to peers, read along in textbooks, ASK questions, complete an
collaborative, open-book assessment, & then participate in a learning activity.
There will be an individual objective QUIZ for each chapter.
Day 1: Teach “ttt” via PowerPoint
Day 2: Socratic Symposium, followed by “textbook test”
Day 3: Game, then QUIZ (Day 4 needed for Ch. 22…others?)
The Americans
Visit Robinson SHARES folder for Ch. 20-24 “tttSociety:
” answers. SKIM textbook(s).
20…New Frontier & Great Society
History Alive!
Summaries (in Shares) contain fill-in NOTES.
43, 48, 49
Monday, 4/25Wed. 4/27
21…Civil Rights: Thursday, 4/28M/5/2
44, 45, 46 (47)
22…Vietnam Years: Tuesday, 5/3F/5/6
51, 52, 53
23…Era of Social Change: Monday, 5/9W/5/11
47, 50, 55
24…Age of Limits: Thursday, 5/12M/5/16
53, 54, 55
Collaborative “chapter tests” will be worth 20 minor points.
Chapter quizzes (5) will be worth roughly 20-25 major points.
4th district exam will be on or
soon after Friday, May 20th
Be sure to READ & complete “ttt” questions and Alive! fill-in notes & exercises
BEFORE peers teach!
Decades of Change
Scoring Rubric (50 major points)
Content (Verbal)…10
Presentation Skills…10
Visual Aid (PowerPoint slide(s)…10
Self-Evaluation …10
Peer Evaluation…10
What is your OVERALL rating of each individual group member?
Ch. "ttt" section/question 1 equals student 1…shared questions
(paired students) should be listed in order…bracket?
Student 1:
10…9…8…7…6
Student 2:
10…9…8…7…6
Student 3:
10…9…8…7…6
Student 4:
If your group has the same # of people
as questions, ASSIGN each person a
specific QUESTION and RECORD your
names in order as directed.
If your group has MORE people than
questions, the extra person must
complete a related ESSENTIAL
QUESTION or write his/her own unique
question.
10…9…8…7…6
Student 5:
10…9…8…7…6
Student 6:
10…9…8…7…6
If your group has LESS people than
questions, you can either ASSIGN
“extra” questions to interested
individuals, pair up & complete
questions (for additional pts), or see
teacher for other ways to manage task.
What is your OVERALL rating of each individual group member?
Ch. "ttt" section/question 1 equals student 1…shared questions
(paired students) should be listed in order…bracket?
Student 1:
10…9…8…7…6
Student 2:
10…9…8…7…6
Student 3:
10…9…8…7…6
Student 4:
10…9…8…7…6
Student 5:
10…9…8…7…6
Student 6:
10…9…8…7…6
What are the MOST important things to
UNDERSTAND about the Decades of
Change Project?
• Groups must work TOGETHER to learn, teach, and play a game related
to a specific chapter (20, 21, 22, 23, OR 24)
• Individuals have FREEDOM to sit anywhere in seating area, vote on
group decisions, and design his/her own unique PowerPoint slide based
on ONE question
• ALL group members have RESPONSIBILTIES to read, complete
assignments, participate in Socratic Circle, and study for collaborative
assessments
• ALL individuals will EARN a 50-point major grade for the project, plus 5
“major” quiz scores (roughly 20-25 point each).
http://www.amazon.com/White-Mountain-Puzzles-The-Sixties/dp/B000H0S1TU
http://www.amazon.com/White-Mountain-Puzzles-The-Seventies/dp/B001BSH4VI
Homework:
STUDY for QUIZ on Ch. 20 “ttt” & Ch. 43, 48-49
Current Events worksheet due Monday???
Tuesday, April 26, 2016
I. Decades of Change PROJECT Day #2
Ch. 20: New Frontier and Great Society
If necessary, complete PowerPoint
Collaborative Assessment, plus HW check:
Ch. 20 “ttt” & History Alive! Ch. 44, 45, & 46
II. Socratic Symposium
The Americans textbook collaborative “test,”
plus an individual QUIZ (major grade)
• Observer groups should prepare for the “chapter test” (minor
grade) on Day #2 on chapter study.
• Expert groups will review & correct peer groups’ ANSWERS.
LIST the total number of questions CORRECT above the
total number of objective questions. e.g. 18/20
• Individual QUIZ (major grade) is Day #3, after the game.
Collaborative Assessment
• LAST names and PERIOD # please
• ABSENTEES? List name
• USE Unit IV packet, including Ch. 20-24 “ttt”
and History Alive! summary notes
• SKIP “extended response” questions
Socratic Symposium
• Essential Questions?
• Enduring Understandings?
• “Current” or recent news
stories?
• Audience questions?
• “Resident expert” group questions?
• Teacher questions?
• OTHER?
All chapter-group students are REQUIRED to make a “meaningful contribution”
ALL students are invited to participate in the “Socratic symposium:” dictionary.com
“A meeting or conference for the discussion of some subject, especially a meeting
at which several speakers talk on or discuss a topic before an audience.”
Questions?
• What is the most important “thing” to remember
about your chapter?
• What is a lingering question or concern related to
your topic?
• What are the “good lessons” to learn from your
chapter?
• What can we learn from the “failures” related to
your topic?
• OTHER?
WHY?
Chapter 20, Americans p. 668697
The New Frontier and the Great Society
Responses will vary but should include points similar to the following:
1. The U.S. and Soviet Union clashed over the placement of missiles in Cuba, which
resulted in their removal by the Soviets, and over access to Berlin, which resulted in
the Soviets’ building of the Berlin Wall.
2. Kennedy was unable to get Congress to pass bills to provide medical care for the aged, to
rebuild cities, and to aid education, but he did win support for increased defense spending,
a hike in the minimum wage, and the creation of the Peace Corps.
3. Johnson’s Great Society comprised many measures such as civil rights protection,
Medicare and Medicaid to provide health care for the aged and poor, funding for public
housing, an end to immigration quotas, efforts to clean water, and consumer protection.
4. The Warren Court issued rulings that changed the rules for creating legislative districts
and enhanced the rights of people accused of crimes.
1. How did the United States and Soviet Union confront each
other during Kennedy’s term and how did the situations end?
The U.S. and Soviet Union clashed over the placement of
missiles in Cuba, which resulted in their removal by the Soviets,
and over access to Berlin, which resulted in the Soviets’ building
of the Berlin Wall.
Flexible response…ability to react to threats, including
nonnuclear, in a variety of ways (troops, ships, artillery);
explained by Sec. of Defense, Robert McNamara
“hot line” between the White House and the Kremlin (Moscow)
Initially, communism was advancing (US appeared weak)
Bay of Pigs (Cuban exiles are trained to orchestrate a
“revolution”)
2. What policies did Kennedy push, and how well did he succeed
in having them passed?
Kennedy was unable to get Congress to pass bills
to provide medical care for the aged, to rebuild
cities, and to aid education, but he did win
support for increased defense spending, a hike
in the minimum wage, and the creation of the
Peace Corps.
3. Describe Johnson’s Great Society.
Johnson’s Great Society comprised many
measures such as civil rights protection,
Medicare and Medicaid to provide health care
for the aged and poor, funding for public
housing, an end to immigration quotas, efforts
to clean water, and consumer protection.
4. What decisions were made by the Supreme
Court under Earl Warren?
The Warren Court issued rulings that changed
the rules for creating legislative districts and
enhanced the rights of people accused of crimes
(Miranda rights)…”one person, one vote”
History Alive!
• Ch. 43: Two Americas
Why did poverty exist in an age of influence?
Michael Harrington’s The Other America revealed that despite the general affluence of the
1950s, millions of “socially visible” Americans lived in poverty. Although people’s views and
understanding of poverty have changed over time, the problem persists.
Defining poverty Pauperism was once considered a moral failure. Today, poverty is defined in
terms of income. People below the poverty line do not have enough income to live decently.
An invisible class In The Other America, Michael Harrington argued that the poor were
“invisible” for many reasons. They lived apart from the middle class but looked much the
same. They also played no role in politics.
Urban poverty Impoverished minorities became concentrated in decaying cities when the
middle class moved out. The Housing Act of 1949 launched urban renewal programs to clear out
slums and build new housing. However, many of these housing projects became slums.
Rural poverty The growth of agribusiness harmed many farmers. Migrant workers on corporate
farms were not paid enough to lift them out of poverty. One of the poorest rural regions,
Appalachia, suffered from poor farming conditions and a declining coal industry.
American Indian policy Efforts by the federal government to “terminate” its responsibility for
Indian tribes led to increased poverty among Native Americans. The Voluntary Relocation
Program helped Indians move to cities, but many had trouble adapting to urban life.
The “other America” today Despite government efforts, poverty is still a significant problem in
the United States. About 37 million Americans lived in poverty in 2005. Today’s poor are
younger and more diverse than those of the past. They are also more visible in society.
Ch. 48: The Age of Camelot
Was John F. Kennedy a great president?
•
During his brief time as president, John F. Kennedy faced many domestic and foreign
challenges. His presidency began with great optimism and ended in tragedy, leaving
many of his goals unfulfilled.
•
New Frontier Kennedy’s New Frontier focused on reviving the economy, winning the
space race, building the nation’s defenses, and aiding developing countries.
National Aeronautics and Space Administration In 1961, Kennedy pledged to put an
American on the moon by the end of the decade. In 1969, NASA achieved this bold goal.
Bay of Pigs invasion Kennedy’s first foreign policy initiative, the Bay of Pigs invasion,
was an attempt to remove Fidel Castro from power in Cuba. It failed miserably.
Berlin Wall In 1961, a concrete barrier dividing communist East Berlin from
noncommunist West Berlin became a symbol of the deepening Cold War divide.
Cuban missile crisis One of the most frightening confrontations of the Cold War
occurred when the United States discovered Soviet nuclear missile sites in Cuba. The
crisis ended peacefully, partly due to Kennedy’s measured response and a willingness to
take the nation to the brink of war.
Test Ban Treaty Kennedy and Khrushchev, both determined to reduce Cold War
tensions, signed a treaty banning nuclear weapons tests in the atmosphere.
Peace Corps Kennedy’s Peace Corps gave thousands of American volunteers the chance
to help people in developing nations improve their lives.
•
•
•
•
•
•
Ch. 49: The Great Society
What is the proper role of government in shaping American society?
In 1964, voters elected liberal Democrat Lyndon Johnson by a wide margin. Johnson used
this mandate to enact a broad program of reforms he called the Great Society. With his
powers of persuasion, Johnson pushed more than 200 bills through Congress.
War on Poverty Johnson’s Great Society grew out of the liberal tradition of the Progressive
and New Deal eras. Its centerpiece was an ambitious War on Poverty.
Economic Opportunity Act This act created a number of antipoverty measures, including the
Job Corps, Project Head Start, and VISTA, which all helped cut poverty rates almost in half.
Medicare and Medicaid As part of the Great Society, Congress amended the Social Security
Act to include medical health insurance for the elderly and disabled.
Immigration Act of 1965 This measure ended the national origins quota system begun in the
1920s. Entry to the United States was now based on criteria such as skills and family ties.
Silent Spring This influential book sparked a new interest in environmentalism. As a result,
Congress passed several environmental laws.
“One person, one vote” The activist Warren Court changed the political landscape by
insisting that states create legislative districts following the principle of “one person, one vote.”
Miranda rights In a series of controversial decisions, the Warren Court expanded the rights of
the accused. It ensured that people placed under arrest be informed of their rights before
questioning.
Homework:
Ch. 21: Civil Rights “ttt” & Alive! Ch. 44-46 due Friday
*Ch. 20 self & peer evaluation due Friday
GAME due today by 2:30
Wednesday, April 27, 2016
Decades of Change PROJECT Day #3
Ch. 20: New Frontier & Great Society
GAME DAY!!!
Individual QUIZ: Ch. 20 “ttt,” plus Alive! Ch. 43, 48, 49
II. Ch. 21: Civil Rights, plus 44, 45, 46
Game done?
Chapter-specific game was due by 2:30
Wednesday, 4/27.
Please share email link with log-in & password,
OR
share a copy or DROP in folder,
OR
Send a picture or print it out indicating that your
game is finished and ready to go.
Homework:
STUDY for Monday’s QUIZ on Ch. 21 “ttt” & Ch. 44-46
ThursdayMonday, April 28-29, May 2, 2016
Decades of Change PROJECT
Ch. 21: Civil Rights
The Americans, Ch. 21
History Alive! Ch. 44-46
Homework:
Complete Ch. 21 “ttt” & Ch. 44-45-46
Ch. 20 peer & self-evaluation (rubric) due Friday!
Thursday, April 28, 2016
Decades of Change PROJECT Day #1
Ch. 21: Civil Rights
The Americans, Ch. 21
History Alive! Ch. 44-46
Homework:
STUDY for Monday’s QUIZ on Ch. 21 “ttt” & Ch. 44-46
Current Events worksheet due Monday???
Friday, April 29, 2016
Decades of Change PROJECT Day #2
Ch. 21: Civil Rights
If necessary, complete PowerPoint
Collaborative Assessment, plus HW check:
Ch. 21 “ttt” & History Alive! Ch. 44, 45, & 46
Socratic Symposium…let’s talk about “difficult things”
Chapter 21, Americans p. 698-727
Civil Rights
Responses will vary but should include points similar to the following:
1.The civil rights movement began with changes caused by World War II. The NAACP
pushed lawsuits that won African Americans the right to desegregation in
education. The Montgomery bus boycott prompted the rise of Martin Luther King,
Jr., as a leader of the movement.
2. Violent attacks on civil rights workers in the South prompted President Kennedy
to ask Congress for a civil rights law. A massive march on Washington and his
assassination, as well as President Johnson’s skill, led to its passage. The Voting
Rights Act was passed due to Johnson’s support after another massive march in the
South.
3. The civil rights movement changed as it tried to dislodge de facto segregation in
the North and as angrier voices called for strong resistance to white racism.
4. The civil rights movement had mixed results in that it succeeded in overturning
many discriminatory laws but could not unseat entranced de facto discrimination.
Many African Americans still suffer from poverty and the lack of opportunities.
Chapter 21
Americans, p. 698727
Civil Rights
1. How did the civil rights movement begin?
The civil rights movement began with changes caused
by World War II. The NAACP pushed lawsuits that won
African Americans the right to desegregation in
education. The Montgomery bus boycott (Rosa Parks)
prompted the rise of Martin Luther King, Jr., as a leader
of the movement.
-post-WW II (fairness, “real” jobs, better pay)
Tuskeegee Airmen… “Redtails”
-Brown v. Board of Education Topeka, Kansas (1954)
Chapter 21,
Americans, p. 698727
Civil Rights
2. What events led Congress to pass the Civil
Rights and Voting Rights acts?
Violent attacks on civil rights workers in the
South prompted President Kennedy to ask
Congress for a civil rights law. A massive march
on Washington and his assassination, as well as
President Johnson’s skill, led to its passage. The
Voting Rights Act was passed due to Johnson’s
support after another massive march in the
South.
-(“Bloody Sunday,” first of two marches)
Chapter 21
Americans, p.
698-727
Civil Rights
3. How did the civil rights movement
change?
The civil rights movement changed as it tried
to dislodge de facto segregation in the North
and as angrier voices called for strong
resistance to white racism.
-laws vs. attitudes (common practice)
-Malcolm X & the Black Panthers (Power
movement)
Chapter 21, Civil Rights
727
Americans, p. 698-
4. Why could the results of the movement be
called mixed?
The civil rights movement had mixed results in
that it succeeded in overturning many
discriminatory laws but could not unseat
entrenched de facto
discrimination. Many African Americans still
suffer from poverty and the lack of
opportunities.
-housing, voting rights, schooling, etc.
Ch. 44: Segregation in the Post-WW II Period
How did segregation affect American life in the postwar period?
Segregation remained widespread in the United States after World War II, especially in the
South. But there were also signs of change. In the 1940s and 1950s, desegregation began in sports
and the military. Civil rights organizations grew stronger. The landmark Supreme Court ruling Brown
v. Board of Education heralded the beginning of the modern civil rights movement.
Segregated society Segregation affected every aspect of life in the Jim Crow South. De jure
segregation was defined by law, while de facto segregation was determined by custom. Blacks in the
North and West also experienced de facto segregation, especially in housing.
Breaking the color line Professional sports began to be integrated in the late 1940s. Most notable
was Jackie Robinson’s entry into major league baseball.T he integration of professional football and
basketball soon followed.
Executive Order 9981 President Truman was determined to integrate the armed forces. His executive
order, issued in 1948, ended segregation in the military.
Civil rights groups Civil rights organizations gained strength in the postwar years. CORE was
dedicated to civil rights reform through nonviolent action. The National Urban League tried to help
African Americans who were living in northern cities. The NAACP began a legal branch and launched a
campaign, led by Thurgood Marshall, to challenge the constitutionality of segregation.
Brown v. Board of Education The NAACP’s legal campaign triumphed in 1954, when the Warren
Court issued the Brown v. Board of Education decision. This ruling declared segregation in public
schools to be unconstitutional and undermined the legal basis for segregation in other areas of
American life.
Ch. 45: The Civil Rights Revolution: “Like a Mighty Stream”
How did civil rights activists advance the ideals of liberty, equality, &
opportunity for African Americans?
Between 1955 and 1965, many key events took place in the civil rights movement. African
Americans made great progress in their struggle for rights and equality.
Montgomery Bus Boycott In 1955, blacks in Montgomery, Alabama, began a lengthy boycott
of the city’s segregated bus system. As a result, Montgomery’s buses were integrated.
SCLC and SNCC These two groups helped organize nonviolent civil rights actions. The Southern
Christian Leadership Conference was led by Martin Luther King Jr. It played a major role in the
Birmingham campaign and other events. The Student Nonviolent Coordinating Committee
organized sit-ins and engaged in other forms of civil disobedience.
Freedom Rides In 1961, black and white Freedom Riders rode buses through the South. They
were testing southern compliance with laws outlawing segregation in interstate transport. The
riders were subjected to violence and eventually received federal protection.
March on Washington A quarter of a million people marched in Washington, D.C., in August
1963 to demand jobs and freedom. The highlight of this event was Martin Luther King Jr.’s “I
have a dream” speech.
Freedom Summer In the summer of 1964, activists led voter registration drives in the South
for African Americans.
Landmark legislation The Civil Rights Act of 1964 banned discrimination on the basis of race,
sex, religion, or national origin. The Voting Rights Act of 1965 outlawed literacy tests, enabling
many African Americans to vote.
Ch. 46: Redefining Equality: From Black Power to Affirmative Action
How did civil rights activists change their strategies and goals in the 1960s and 1970s,
and how successful were they in achieving racial equality?
The civil rights movement changed course in the mid-1960s, moving beyond the South and
expanding its goals. Some activists also abandoned the strategy of nonviolence.
Black power In 1966, civil rights activists began calling for black power. They wanted African
Americans to have economic and political power, as well as pride in their African heritage.
Watts riot In the summer of 1965, the Watts section of Los Angeles exploded in violence.
This event was followed by riots in black ghettos across the nation.
Kerner Commission This commission, established by Lyndon Johnson to study the riots,
concluded that their fundamental cause was pent-up resentment over historic inequalities.
Nation of Islam Also called Black Muslims, the Nation of Islam advocated black nationalism.
Its members believed that blacks should live apart from whites and control their own
communities.
Black Panther Party The Black Panther Party demanded economic and political rights.
Unlike nonviolent civil rights leaders, the Black Panthers were prepared to fight to realize
their goals.
Civil Rights Act of 1968 The most important clause in this law bans discrimination in the
sale, rental, and financing of housing based on race, religion, national origin, or sex.
Swann v. Charlotte-Mecklenburg Board of Education In this decision, the Supreme Court
ruled that busing is an acceptable way to achieve school integration.
Regents of the University of California v. Bakke In its first case on affirmative action, the
Supreme Court ruled that race may be used as one, but not the only, factor in school
admissions.
Ch. 47: The Widening Struggle
Why and how did the civil rights movement expand?
The civil rights movement inspired many Americans to stand up for their rights. During the
1960s and 1970s, various groups sought equal treatment under the law and in society.
Women The National Organization for Women (NOW) and other feminist groups worked for
women’s rights. They wanted reforms to ensure greater equality and opportunity for women.
Latinos Various groups of Latinos struggled for their rights and identity in American society. The
United Farm Workers (UFW) organized migrant farmworkers and helped increase their wages and
benefits. The 1968 Bilingual Education Act required public schools to provide bilingual instruction.
American Indians The American Indian Movement (AIM) protested unfair treatment of American
Indians. By the mid-1970s, some tribes had won payment for lost lands.
Asian Americans Asian American students asked for university programs in ethnic studies. The
Japanese Americans Citizens League (JACL) sought compensation for internment during World
War II.
Other groups Disabled Americans fought for equal access and won passage of the Americans
with Disabilities Act. After the Stonewall riots, gay Americans gained greater visibility in their fight
for equal rights. Older Americans countered ageism by working through such groups as the Gray
Panthers.
Unit IV: Decades of Change
Essential Questions
1. How does social and cultural change (suburban life) impact the individual?
2. How can people change society?
3. How far should the government go to promote equality and opportunity?
4. What happens when the government loses the support of the public?
5. Did America move closer or further away from its founding ideals in the three
decades after World War II?
Enduring Understandings Students will understand that…
1. People’s values and actions are influenced by the culture that surrounds them.
2. Democracy is an ongoing process that involves struggle and requires
cooperation.
3. Individuals and groups can participate to influence the government and reform
society, but are often met with opposition.
4. Breaches of trust by leaders damage the public’s confidence in government.
EQ 1. How does suburban life shape the individual?
• Effects of the GI Bill and the expansion of
suburbanization, including Levittowns.
• Influence of popular culture, the role of
the mass media, and consumerism.
• Criticisms of conformity and the role of
women in American society in the 1950s.
EQ 2. How can people change society?
• The economic, political and social status of AfricanAmericans living in the North and South after WWII.
• Leadership and ideology of Martin Luther King, Jr. and
Malcolm X in the civil rights movement and their legacies.
• Use of organizations, marches and civil disobedience to
change public opinion and pressure government action.
• Resistance to civil rights in the South between 1954 and
1965.
• Causes and effects of the modern feminism movement.
EQ 3. How far should the government go to promote
equality and opportunity?
• Role of the legislative, executive and judicial
branches in advancing the civil rights
movement.
• Goals and effectiveness of “Great Society”
programs.
• A new wave of immigrants from Asia and Latin
America after 1965.
• Effectiveness of government in addressing
social and environmental issues.
EQ 4. What happens when the government loses the
support of the public?
• The Vietnam policy of the United States
Government, including the draft, and the
shifts in public opinion about the war.
• Nixon administration’s involvement in
Watergate and the effects of Watergate on
public opinion
EQ 5. Did America move closer or further away from its
founding ideals in the three decades after World War II?
• How the ideals of liberty, equality,
opportunity, rights and democracy were
exemplified or contradicted during this time
period.
Identify & LABEL as many people & historic events as possible! Then, fill notes below collage
During this era, the United States experienced extraordinary economic
growth and broad social changes. Americans got married and had babies
in record numbers. Suburbs sprouted like weeds around cities. While
most people saw their standard of living rise, hidden pockets of poverty
remained. Beneath the calm surface of these years, rebellions were
brewing. African Americans’ long battle for equality matured into a civil
rights movement that would not be ignored. Once again Americans
faced an old question: "When would the nation finally make the ideal
that ‘all men are created equal’ a reality?"
Identify & LABEL as many people & historic developments as possible! Fill notes below collage
During this era, the United States experienced extraordinary economic
growth and broad social changes. Americans got married and had babies
in record numbers. Suburbs sprouted like weeds around cities. While
most people saw their standard of living rise, hidden pockets of poverty
remained. Beneath the calm surface of these years, rebellions were
brewing. African Americans’ long battle for equality matured into a civil
rights movement that would not be ignored. Once again Americans
faced an old question: "When would the nation finally make the ideal
that ‘all men are created equal’ a reality?"
Identify & LABEL as many people & historic developments as possible! Fill notes below collage
This era began with confidence and ended in confusion. It opened with President
Kennedy’s inspiring call to service. Over the next two decades, the nation would
endure assassinations, an unpopular war, urban riots, political scandals, and an
energy shortage. By the end of the era, President Carter would be speaking of a
national "crisis in confidence." Carter’s gloom overshadowed many
accomplishments. In this time, an American played golf on the moon. War was
declared on poverty. Artistic expression flowered. An environmental movement
took shape. Still, many Americans were left wondering, "How could the nation’s
founding ideals be moved forward in such tumultuous times?"
Identify & LABEL as many people & historic events as possible! Then, fill notes below collage
This era began with confidence and ended in confusion. It opened with President
Kennedy’s inspiring call to service. Over the next two decades, the nation would
endure assassinations, an unpopular war, urban riots, political scandals, and an
energy shortage. By the end of the era, President Carter would be speaking of a
national "crisis in confidence." Carter’s gloom overshadowed many
accomplishments. In this time, an American played golf on the moon. War was
declared on poverty. Artistic expression flowered. An environmental movement
took shape. Still, many Americans were left wondering, "How could the nation’s
founding ideals be moved forward in such tumultuous times?"
Chapter 22, Americans p. 728-765
The Vietnam War Years
1. The U.S. entered the war in Vietnam to try to support the government of the South
because it did not want communists in the North to control the whole country.
2. The U.S. could not quickly defeat the Vietcong because they engaged in guerrilla tactics
of quick attacks and disappearing into the jungle. The result was a loss of morale among
U.S. soldiers.
3. As the war continued and victory seemed less achievable, American society split into
hawks, who favored the war, and doves, who opposed it. They were bitterly opposed to
each other, and some hawks thought that antiwar protesters were disloyal.
4. The year 1968 was marked by loss of confidence and violence: a major North Vietnamese
offensive weakened American support for fighting the war. Also, President Johnson decided
not to seek re-election, two major leaders were killed, and violence marred the Democratic
convention.
5. As a result of the war in Vietnam, many American soldiers were dead or wounded, and
many more scarred by their reception when they returned home. The war created deep
divisions in American society and opened mistrust of people toward the government
Chapter 22
Americans, p.
728-765
The Vietnam War Years
1. Why did the U.S. enter the war in
Vietnam?
The U.S. entered the war in Vietnam to try to
support the government of the South
because it did not want communists in the
North to control the whole country.
-containment; Eisenhower supported Diem
(opposed Ho); USS Maddox/Gulf of Tonkin
incident (Resolution)
Additional details/answers?
Chapter 22
Americans, p. 728765
The Vietnam War Years
2. Why could the U.S. not win a quick victory over
the Viet Cong, and what was the effect?
The U.S. could not quickly defeat the Vietcong because
they engaged in guerrilla tactics of quick attacks and
disappearing into the jungle. The result was a loss of
morale among U.S. soldiers.
-political limitations were placed on superior US
weapons & numbers (military was not “effective”);
enemy was difficult to identify; napalm
(incendiary/explosive); agent orange (defoliant); civil
war (self-determination)…QUAGMIRE!
-Additional details/answers?
Chapter 22
Americans, p. 728765
The Vietnam War Years
3. How did public opinion split over the war?
As the war continued and victory seemed less
achievable, American society split into hawks,
who favored the war, and doves, who opposed
it. They were bitterly opposed to each other,
and some hawks thought that antiwar
protesters were disloyal.
-“draft dodgers” fled to Canada or burned draft
cards; returning vets greeted harshly (spit on);
Additional details/answers?
Chapter 22
Americans, p. 728765
The Vietnam War Years
4. Why is 1968 considered a year of upheaval?
The year 1968 was marked by loss of confidence and
violence: a major North Vietnamese offensive*
weakened American support for fighting the war. Also,
President Johnson decided not to seek re-election, two
major leaders (MLK and Robert Kennedy) were killed,
and violence marred the Democratic convention.
-*Tet Offensive; presidential advisors questioned the
war; Nixon elected president
Additional details/answers?
Chapter 22
Americans, p. 728765
The Vietnam War Years
5. What were the effects of the war?
As a result of the war in Vietnam, many American
soldiers were dead (58,000+) or wounded (158303,000+), and many more scarred by their reception
when they returned home. The war created deep
divisions in American society and opened mistrust of
people toward the government.
-Tet Offensive (lied about “success?”); changed US
foreign policy (Congressional limits on troop
commitments); “Pentagon Papers”
Additional details/answers?
Ch. 51: The United States gets involved in Vietnam
Why did the U.S. increase its military involvement in Vietnam?
After World War II, nationalist and communist rebels in the French colony of Vietnam fought for
their independence. A 1954 agreement ending this colonial war split the country into communist
North Vietnam and democratic South Vietnam. When France pulled out the following year, the
United States stepped in to prop up South Vietnam. Over the years, American involvement grew and
eventually led to the introduction of U.S. ground forces.
First Indochina War
In this first phase of fighting, which lasted from 1946 to 1954, Ho Chi Minh led Viet Minh insurgents in
the struggle to end French rule in Vietnam.
Geneva Accords The First Indochina War ended with a 1954 agreement known as the Geneva
Accords. The accords split Vietnam into north and south but called for elections to reunify the country.
The United States backed South Vietnam financially and militarily.
Viet Cong Insurgents in the south, known as the Viet Cong, worked to overthrow the nominally
democratic but corrupt government of South Vietnam. The Viet Cong received aid from communist
North Vietnam.
Gulf of Tonkin Resolution An alleged attack on U.S. ships off the coast of North Vietnam led Congress
to pass the Gulf of Tonkin Resolution. This resolution gave President Johnson broad powers to expand
the U.S. role in Vietnam. Massive air strikes against North Vietnam followed.
Ho Chi Minh Trail By 1965, North Vietnamese Army troops were moving south along the Ho Chi Minh
Trail to help the Viet Cong. The United States feared that South Vietnam would fall without more direct
support.
Americanization In March 1965, the United States began sending ground troops to fight the Vietnam
War. The war quickly became an American conflict.
Ch. 52: Facing Frustration in Vietnam
What made the Vietnam War difficult to win?
The United States decided to wage a limited war in Vietnam, with limited troop strength. Fighting an
elusive enemy on unfamiliar terrain frustrated U.S. soldiers. The South Vietnamese people
themselves were unsure whom to support: the Saigon government or the communist-backed Viet
Cong. As the war dragged on, American antiwar protests grew. Opposition to the war greatly
affected the 1968 elections.
War of attrition The U.S. military waged a war of attrition, hoping to wear down the enemy by
inflicting heavy losses. Increasing the enemy body count became a key military goal.
Opposing Vietnamese armies Regular troops of the North Vietnamese Army (NVA) joined forces with
Viet Cong insurgents. The United States trained the Army of the Republic of Vietnam (ARVN) to defend
South Vietnam.
New weapons of war The United States sprayed the herbicide Agent Orange to clear forest vegetation
and expose the enemy. It dropped napalm firebombs that burned forests and buildings and caused
widespread destruction. Both weapons had devastating effects on the Vietnamese population.
Credibility gap The Johnson administration’s optimistic public assessments of the war did not match
reality. This created a credibility gap, and many Americans lost faith in the president.
Protest movement Antiwar protesters on college campuses and elsewhere held demonstrations and
carried out acts of civil disobedience. The protesters called for peace negotiations and an end to the
war.
Tet Offensive Some 45,000 Viet Cong and NVA soldiers died after launching a major offensive in 1968.
But the Tet Offensive also boosted U.S. opposition to the war and undermined the Johnson presidency,
helping to pave the way for Richard Nixon’s election in 1968.
Ch. 53: Getting Out of Vietnam
What lessons for Americans emerged from the Vietnam War?
In 1969, President Nixon began withdrawing U.S. troops from Vietnam, but the war continued
throughout his time in office. He carried on peace talks with the North Vietnamese but also
ordered massive bombing of North Vietnam, Cambodia, and Laos. He faced ongoing protests
from the antiwar movement and criticism from Congress. In 1973, the last U.S. combat forces
came home. North Vietnam swept to victory over the South in 1975.
Vietnamization Nixon’s Vietnamization of the war allowed for the withdrawal of U.S. troops and
prepared South Vietnam to take over responsibility for the war.
My Lai massacre In 1968, U.S. soldiers slaughtered hundreds of Vietnamese civilians in the
village of My Lai. Reports of the massacre shocked Americans and increased antiwar protests.
Kent State shootings The invasion of Cambodia in April 1970 sparked an increase in antiwar
protests. The most violent one occurred the following month at Kent State University in Ohio,
where National Guard troops fired into an angry crowd, killing four students.
War Powers Resolution Congress reacted to Nixon’s activities in Cambodia by passing the War
Powers Resolution. This resolution limits a president’s ability to send armed forces into combat.
Pentagon Papers In 1971, Daniel Ellsberg leaked to the press a top-secret study of the U.S. role
in Indochina. This study, the Pentagon Papers, revealed secrecy and deceit on the part of U.S.
presidents.
Boat people The North Vietnamese defeated South Vietnam and took control in 1975. This
prompted an exodus of refugees from Indochina, many of whom fled by boat.
Chapter 23, Americans p. 766 -789
An Era of Social Change
Responses will vary but should include points similar to the following:
1. To win higher wages and better benefits, Latinos farm workers organized into a
union. Other Latinos formed political groups to field candidates.
2. Many Native Americans, unhappy with past government policies, came together
to issue the Declaration of Indian Purpose, which called for freedom to choose
their own way of life. Some Native Americans formed the American Indian
Movement to push for faster results. Others used lawsuits to win education and
land rights.
3. The women’s movement succeeded in winning better treatment on the job and
better access to education. But it failed to win approval of the Equal Rights
Amendment.
4. The counterculture faded because hippies found they could not survive without
mainstream society and because of problems caused by drugs. It changed art and
fashion and helped increase the influence of rock ’n’ roll, however.
Chapter 23
Americans, p. 766-789
An Era of Social Change
1. What did Latinos do to fight for
equality?
To win higher wages and better
benefits, Latino farm workers
organized into a union. Other Latinos
formed political groups to field
candidates.
Chapter 23
Americans, p.
766-789
An Era of Social Change
2. What did Native Americans want?
Many Native Americans, unhappy with past
government policies, came together to issue
the Declaration of Indian Purpose, which
called for freedom to choose their own way
of life. Some Native Americans formed the
American Indian Movement to push for
faster results. Others used lawsuits to win
education and land rights.
Chapter 23
An Era of Social Change
Americans, p. 776-779
Alive! 716-717
The women’s movement succeeded in winning better
treatment on the job and better access to education. But it
failed to win approval of the Equal Rights Amendment.
-Roe v. Wade; birth control pill; more women attended
higher education; Betty Friedan wrote The Feminine
Mystique
-ERA is defeated; Bella Abzug & Gloria Steinem (activist &
creator of Ms. Magazine) (NWPC); NOW (National
Organization for Women); comparable worth ($); “glass
ceiling”
Additional details/answers?
Chapter 23
Americans, p. 781784
An Era of Social Change Alive! Ch. 50, p. 649-653
The counterculture faded because hippies found they
could not survive without mainstream society and
because of problems caused by drugs. It changed art
and fashion and helped increase the influence of rock
’n’ roll, however.
--Woodstock (3 days of peace, love, & music); famous
rock stars died (Jimi Hendrix & Janis Joplin); HaightAshbury-San Francisco, CA “hippie capital”; Beatles
arrive 1964;
-The Beat Movement (Beatniks) of the 50s evolved into
the “hippies” of the 60s & 70s
History Alive!
• Ch. 43: Two Americas
Why did poverty exist in an age of influence?
Michael Harrington’s The Other America revealed that despite the general affluence of the
1950s, millions of “socially visible” Americans lived in poverty. Although people’s views and
understanding of poverty have changed over time, the problem persists.
Defining poverty Pauperism was once considered a moral failure. Today, poverty is defined in
terms of income. People below the poverty line do not have enough income to live decently.
An invisible class In The Other America, Michael Harrington argued that the poor were
“invisible” for many reasons. They lived apart from the middle class but looked much the
same. They also played no role in politics.
Urban poverty Impoverished minorities became concentrated in decaying cities when the
middle class moved out. The Housing Act of 1949 launched urban renewal programs to clear out
slums and build new housing. However, many of these housing projects became slums.
Rural poverty The growth of agribusiness harmed many farmers. Migrant workers on corporate
farms were not paid enough to lift them out of poverty. One of the poorest rural regions,
Appalachia, suffered from poor farming conditions and a declining coal industry.
American Indian policy Efforts by the federal government to “terminate” its responsibility for
Indian tribes led to increased poverty among Native Americans. The Voluntary Relocation
Program helped Indians move to cities, but many had trouble adapting to urban life.
The “other America” today Despite government efforts, poverty is still a significant problem in
the United States. About 37 million Americans lived in poverty in 2005. Today’s poor are
younger and more diverse than those of the past. They are also more visible in society.
Ch. 47: The Widening Struggle
Why and how did the civil rights movement expand?
The civil rights movement inspired many Americans to stand up for their rights. During the
1960s and 1970s, various groups sought equal treatment under the law and in society.
Women The National Organization for Women (NOW) and other feminist groups worked for
women’s rights. They wanted reforms to ensure greater equality and opportunity for women.
Latinos Various groups of Latinos struggled for their rights and identity in American society. The
United Farm Workers (UFW) organized migrant farmworkers and helped increase their wages and
benefits. The 1968 Bilingual Education Act required public schools to provide bilingual instruction.
American Indians The American Indian Movement (AIM) protested unfair treatment of American
Indians. By the mid-1970s, some tribes had won payment for lost lands.
Asian Americans Asian American students asked for university programs in ethnic studies. The
Japanese Americans Citizens League (JACL) sought compensation for internment during World
War II.
Other groups Disabled Americans fought for equal access and won passage of the Americans
with Disabilities Act. After the Stonewall riots, gay Americans gained greater visibility in their fight
for equal rights. Older Americans countered ageism by working through such groups as the Gray
Panthers.
Ch. 50: The Emergence of a Counterculture
What was the impact of a counterculture on American society?
Members of the counterculture valued individual freedom and expression over materialism. Their
values created a generation gap between themselves and older, mainstream Americans.
The New Left Politically active college students formed a movement known as the New Left. In 1964,
the Free Speech Movement challenged the University of California at Berkeley.
Hippies Members of the counterculture, known as hippies, believed in peace, love, and individual
freedom. They shunned the Establishment and its materialistic values.
Sexual revolution As living together before marriage and getting divorced became more accepted in
the 1960s, the divorce rate went up, as did the number of children living with a single parent.
Drug use Casual attitudes toward the use of illegal drugs shocked mainstream America.
Rock ’n’ roll Psychedelic rock combined musical styles with light shows to create vivid experiences.
The music festival Woodstock drew media attention to the counterculture.
Impact of the counterculture The media introduced countercultural values to mainstream America
through television and radio, as well as art, music, and theater.
Ch. 55: Politics and Society in the “Me Decade”
How should historians characterize the 1970s?
During the 1970s, the U.S. economy suffered from stagflation as the nation faced a number of crises.
The decade was also a time of changing views about everything from the environment and ethnicity
to retirement and gender equality.
Organization of Petroleum Exporting Countries A major cause of inflation was OPEC’s decision to
raise the price of oil. This led to rising prices for many goods.
National Energy Act In 1978, Congress tried to reduce U.S. dependence on imported oil. The National
Energy Act offered incentives for conserving energy or using alternative energy sources.
Camp David Accords In 1978, Jimmy Carter brokered a peace agreement between Israel and Egypt.
The Camp David Accords ended the long state of war between these two countries.
Earth Day The first Earth Day celebration in 1970 signaled the emergence of a new environmental
movement. Followers worked to clean up and protect the environment locally and globally. Congress
passed antipollution laws such as the Clean Water Act and the Safe Drinking Water Act.
Three Mile Island accident An accident at the Three Mile Island Nuclear Generating Station in 1978
highlighted the potential dangers of nuclear energy.
Searching for meaning During the 1970s, many Americans turned inward to search for meaning.
Some explored self-help movements, others new religions, and others their ethnic identity.
Population changes Fewer births and longer life expectancies led to an aging of the U.S. population.
The population also shifted south, as people migrated from the Rustbelt to the Sunbelt.
Gender equality Women worked to gain greater equality in the workplace and politics. In growing
numbers, women entered professions that had once been dominated by males.
Chapter 24, Americans p. 792-827
An Age of Limits
Responses will vary but should include points similar to the
following:
1. Nixon reversed past U.S. policy by opening relations with
Communist China and pursued more friendly relations with the
Soviet Union.
2. The cover-up of Watergate represented the president’s effort to
block investigations, thus trying to put himself above the law.
3. Ford tried to end inflation with energy conservation and higher
interest rates. Carter tried to use voluntary price freezes and
spending cuts.
4. The debate over environmental laws focus on the need for
economic development and for protection of natural resources.
Chapter 24
Americans, p. 792-827
An Age of Limits
Alive! P.
697-707
1. How did Nixon ease Cold War
tensions?
Nixon reversed past U.S. policy by
opening relations with Communist
China and pursued more friendly
relations with the Soviet Union.
Chapter 24
807
An Age of Limits
707
Americans, p. 802Alive! P. 704-
The cover-up of Watergate represented the
president’s effort to block investigations, thus trying to
put himself above the law.
-Nixon resigned instead of facing impeachment (August
8, 1974); burglary & “high crimes & misdemeanors”
were committed (1972) while spying on Democratic
National Headquarters; failure to disclose activity led
to Nixon’s downfall, & tape recorded conversations
sealed his fate
Chapter 24
Americans, p.
792-827
An Age of Limits
3. How did Ford and Carter try to fix
economic problems, and why didn’t
their plans work?
Ford tried to end inflation with energy
conservation and higher interest rates.
Carter tried to use voluntary price
freezes and spending cuts.
Chapter 24
792-827
An Age of Limits
714-715
Americans, p.
Alive! p.
The debate over environmental laws focus
on the need for economic development and
for protection of natural resources.
-Earth Day (4/22/1970); Environmental
Protection Act (EPA); Clean Water (1972) and
Safe Drinking Water Act (1974); Three Mile
Island accident (3/28/1979)
Ch. 53: Getting Out of Vietnam
What lessons for Americans emerged from the Vietnam War?
In 1969, President Nixon began withdrawing U.S. troops from Vietnam, but the war continued
throughout his time in office. He carried on peace talks with the North Vietnamese but also
ordered massive bombing of North Vietnam, Cambodia, and Laos. He faced ongoing protests
from the antiwar movement and criticism from Congress. In 1973, the last U.S. combat forces
came home. North Vietnam swept to victory over the South in 1975.
Vietnamization Nixon’s Vietnamization of the war allowed for the withdrawal of U.S. troops and
prepared South Vietnam to take over responsibility for the war.
My Lai massacre In 1968, U.S. soldiers slaughtered hundreds of Vietnamese civilians in the
village of My Lai. Reports of the massacre shocked Americans and increased antiwar protests.
Kent State shootings The invasion of Cambodia in April 1970 sparked an increase in antiwar
protests. The most violent one occurred the following month at Kent State University in Ohio,
where National Guard troops fired into an angry crowd, killing four students.
War Powers Resolution Congress reacted to Nixon’s activities in Cambodia by passing the War
Powers Resolution. This resolution limits a president’s ability to send armed forces into combat.
Pentagon Papers In 1971, Daniel Ellsberg leaked to the press a top-secret study of the U.S. role
in Indochina. This study, the Pentagon Papers, revealed secrecy and deceit on the part of U.S.
presidents.
Boat people The North Vietnamese defeated South Vietnam and took control in 1975. This
prompted an exodus of refugees from Indochina, many of whom fled by boat.
Ch. 54: The Rise and Fall of Richard Nixon
What events influenced Richard Nixon’s rise to and fall from power?
Richard Nixon won the presidency in 1968. While in office, he made strides toward easing the
tensions of the Cold War. He also saw many of his domestic policies enacted. However, scandal
forced him to resign in disgrace in 1974.
New Federalism Nixon came into office determined to revive federalism. He hoped to reduce the
power of the federal government and return power to the states. Revenue sharing, central to his plan,
allowed state and local governments to spend tax revenues as they saw fit.
Occupational Safety and Health Administration Despite his promise to shrink the federal
government, Nixon created OSHA, which works to improve health and safety in the workplace.
Environmental Protection Agency Another new agency, the EPA, was created to protect Americans’
health and the natural environment.
Energy crisis Nixon tried to revive a stagnant economy with increased spending while fighting inflation
with wage and price controls. However, an energy crisis made a bad situation worse.
Détente Nixon tried to encourage détente, or a relaxation of Cold War tensions. In 1972, he visited
both communist China and the Soviet Union.
Strategic Arms Limitation Treaty In 1972, Nixon and Soviet leader Leonid Brezhnev signed SALT I, the
first superpower treaty to place limits on the arms race.
Watergate scandal In 1972, burglars broke into Democratic headquarters in the Watergate building.
The scandal over the cover-up that followed the break-in led to Richard Nixon’s resignation in 1974.
Ch. 55: Politics and Society in the “Me Decade”
How should historians characterize the 1970s?
During the 1970s, the U.S. economy suffered from stagflation as the nation faced a number of crises.
The decade was also a time of changing views about everything from the environment and ethnicity
to retirement and gender equality.
Organization of Petroleum Exporting Countries A major cause of inflation was OPEC’s decision to
raise the price of oil. This led to rising prices for many goods.
National Energy Act In 1978, Congress tried to reduce U.S. dependence on imported oil. The National
Energy Act offered incentives for conserving energy or using alternative energy sources.
Camp David Accords In 1978, Jimmy Carter brokered a peace agreement between Israel and Egypt.
The Camp David Accords ended the long state of war between these two countries.
Earth Day The first Earth Day celebration in 1970 signaled the emergence of a new environmental
movement. Followers worked to clean up and protect the environment locally and globally. Congress
passed antipollution laws such as the Clean Water Act and the Safe Drinking Water Act.
Three Mile Island accident An accident at the Three Mile Island Nuclear Generating Station in 1978
highlighted the potential dangers of nuclear energy.
Searching for meaning During the 1970s, many Americans turned inward to search for meaning.
Some explored self-help movements, others new religions, and others their ethnic identity.
Population changes Fewer births and longer life expectancies led to an aging of the U.S. population.
The population also shifted south, as people migrated from the Rustbelt to the Sunbelt.
Gender equality Women worked to gain greater equality in the workplace and politics. In growing
numbers, women entered professions that had once been dominated by males.