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Chapter 15: 1968-1980 Inquiry Organizer

Inquiry Organizer
๐Ÿ“ 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 15 (1968-1980)
Compelling Question: How did a fracturing of the liberal consensus shape politics and culture between 1968 and 1980?
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.
Supporting Question 1:How did Nixon’s presidency and Watergate affect U.S. politics and society? Resources:

  • Richard Nixon Opens Diplomatic Relations with ChinaNarrative
  • Richard Nixon and WatergateNarrative
  • Barbara Jordan and WatergateDecision Point
  • Nixon Tapes: The “Smoking Gun” Tape, 1972Primary Source
  • Barbara Jordan, Speech on Impeachment, July 25, 1974Primary Source
  • Herblock, Watergate Cartoons, 1973-1974Primary Source
Supporting Question 2:How did foreign and domestic crises affect U.S. society from 1968 to 1980? Resources:

  • Vietnam War DBQLesson (from teachrock.org)
  • Did U.S. Media Provide Fair and Accurate Coverage of the Tet Offensive?Point-Counterpoint
  • Kent StateNarrative
  • The 1973 Oil Crisis and Its Economic ConsequencesNarrative
  • Jimmy Carter and the Iran Hostage CrisisNarrative
  • Jimmy Carter and the “Malaise” SpeechNarrative
  • Jimmy Carter, “Malaise” Speech, July 15, 1979Primary Source
  • The Controversy over BusingNarrative
Supporting Question 3:How did different groups in society fight for equality and rights? Resources:

  • Art as Protest: Images from the United Farm Workers of America, 1973-1978Primary Source
  • César Chávez, Dolores Huerta, and the United Farm WorkersNarrative
  • American Indian Activism and the Siege of Wounded KneeNarrative
  • The Birth Control PillNarrative
  • Phyllis Schlafly and the Debate over the Equal Rights AmendmentNarrative
  • The Gay Liberation MovementNarrative
  • Music as Protest: “We Shall Overcome”Primary Source
  • National Organization for Women (NOW), Bill of Rights, 1968Primary Source
  • Indians of All Tribes, Alcatraz Proclamation, 1969Primary Source
Additional Resources:

  • Chapter 15 Introductory Essay: 1968-1980
  • Neil Armstrong and the Moon LandingNarrative
  • The New York Blackout of 1977Lesson
  • Unit 7 Civics Connection: Modern Liberalism, Limited Government, and RightsLesson
Unit 7 Essay Activity
How did a fracturing of the liberal consensus shape politics and culture between 1968 and 1980?
Option C: Explain the causes and effects of continuing policy debates about the role of the federal government during the period 1968-1980.
Through this inquiry, students will evaluate primary and secondary sources to explain the factors that contributed to political and cultural change from 1968-1980. 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 theAP Rubric. Assess students’ progress in understanding the compelling question for this chapter by assigning theUnit 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.