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Chapter 14: 1960-1968 Inquiry Organizer

๐Ÿ“Ž Inquiry Organizer Summary of chapter objectives and resources
๐Ÿ“– Chapter Introductory Essay In-depth overview of significant events in the time period
๐Ÿ”Ž Narratives Shorter essays on a dramatic story or individual
๐Ÿ“ Decision Points Narratives that describe a pivotal decision in history
๐Ÿ’ฌ Point-Counterpoints Differing sides of an argument presented by scholars or historical figures
โœ’๏ธ Primary Sources Firsthand accounts from the time period
๐Ÿ“ Lessons Instructions and handouts to engage students in the classroom
โœ๏ธ Unit Essay Activity Culminating essay based on AP LEQs to assess chapter objectives
Unit 7: Chapter 14 (1960-1968)
Compelling Question: How did internal and external political and cultural tensions shape the years 1960-1968?
Chapter Objectives:

  • Students will explain the triumph and decline of the liberal consensus over the welfare state and the rise of the conservative movement.
  • Students will analyze how different groups in American society fought for equality and rights.
  • Students will analyze numerous economic, demographic, technological, cultural, and social changes in the United States during the 1960s
Supporting Question 1: How did debates about the role of the federal government in domestic and foreign policy continue during the 1960s? Resources:

  • John F. Kennedy’s Inauguration Narrative
  • John F. Kennedy, Inaugural Address, January 20, 1961 Primary Source
  • The Cuban Missile Crisis Narrative
  • The Vietnam War: Ia Drang Valley Narrative
  • Was the Great Society Successful?Point-Counterpoint
  • Lyndon B. Johnson, Commencement Address at the University of Michigan (“Great Society” Speech), May 22, 1964 Primary Source
  • The Election of 1968 Narrative
  • The Vietnam War Experience: An Interview with Veteran William Maxwell Barner III Primary Source
  • The Tonkin Gulf Resolution, 1964 Primary Source
  • Lyndon B. Johnson, “Peace Without Conquest,” April 7, 1965 Primary Source
  • Image Analysis: March on the Pentagon, October 21, 1967 Primary Source
  • Walter Cronkite Speaks Out against Vietnam, February 27, 1968 Primary Source
  • Free Speech and the Student Anti-War Movement Decision Point
  • Students and the Anti-War MovementNarrative
  • Students for a Democratic Society, “Port Huron Statement,” 1962 Primary Source
  • Protests at the University of California, Berkeley Decision Point
  • Lyndon B. Johnson’s Decision Not to Run in 1968 Decision Point
Supporting Question 2: How did different groups in American society fight for equality and rights? Resources:

  • Freedom Riders Narrative
  • The March on Birmingham Narrative
  • Black Power Narrative
  • Martin Luther King Jr., “Letter from Birmingham Jail,” 1963 Primary Source
  • Malcolm X, “The Ballot or the Bullet,” April 12, 1964 Primary Source
  • Martin Luther King Jr., “I Have a Dream,” August 28, 1963 Primary Source
  • Betty Friedan and the Women’s Movement Narrative
  • Betty Friedan,The Feminine Mystique, 1963 Primary Source
  • Civil Disobedience across Time Lesson
  • The Music of the Civil Rights Movement Lesson (from teach
  • Civil Rights DBQ Lesson (from teach
  • A Civil Rights Investigation: Mississippi Burning Lesson (from LBJ Presidential Library)
  • We Shall Overcome: The Fight for Voting Rights Lesson (from LBJ Presidential Library)
Additional Resources:

  • Chapter 14 Introductory Essay: 1960-1968
  • Rachel Carson and Silent Spring Narrative
  • Rachel Carson,Silent Spring, 1962 Primary Source
Unit 7 Essay Activity
How did internal and external political and cultural tensions shape the years 1960-1968?
Option B: Explain how and why the civil rights movement expanded in the years 1945-1968.
Through this inquiry, students will evaluate primary and secondary sources to explain the factors that contributed to political and cultural tensions during the period 1960-1968. Ultimately, students will use the primary and secondary sources in this chapter to practice constructing an essay, in AP Long Essay Question format, demonstrating their skills in explaining historical causation. Students should be evaluated using the AP Rubric. Assess students’ progress in understanding the compelling question for this chapter by assigning the Unit 7 Essay Activity.

Some components of this resource may contain terminology that is no longer used because the terms are recognized to be offensive or derogatory, and some components may contain images that would be considered offensive or derogatory today. These terms and images have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why these are not acceptable today.