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A Time for Change

Unit 9. A Time for Change. “A Time for Change” Vocabulary. 1963 March on Washington affirmative action American Indian movement anti-war protests Baby Boomers Black Panther Party black power Brown v. Board of Education Civil Rights Civil Rights Act of 1964  counterculture

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A Time for Change

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  1. Unit 9 A Time for Change

  2. “A Time for Change” Vocabulary • 1963 March on Washington • affirmative action • American Indian movement • anti-war protests • Baby Boomers • Black Panther Party • black power • Brown v. Board of Education • Civil Rights • Civil Rights Act of 1964 •  counterculture • de facto segregation • de jure segregation • Democratic Convention of 1968 • desegregation busing • environmental movement • Equal Rights Amendment • Freedom Riders •  Freedom Summer •  GI Bill of Rights • Great Society • Harlem race riots • Integration- University of Mississippi • Little Rock Nine • Medicaid • Medicare • Montgomery Bus Boycott • NAACP • National Organization for Women • SCLC • Selma Marches • Sit-ins • SNCC • Students for a Democratic Society • Twenty-Fourth Amendment • Voting Rights Act of 1965 • War on Poverty • Watts race riots • women’s rights movement

  3. The GI Bill of Rights • The United States learned valuable lessons about economic problems facing returning World War I veterans. • In order to prevent similar economic problems for returning World War II veterans, the United States Congress passed the GI Bill or Servicemen’s Readjustment Act of 1944.

  4. The GI Bill of Rights • What kinds of economic problems did World War I veterans face after the war? • What did the government provide in the GI Bill to aid World War II veterans? • Explain the purpose of the GI Bill. • Describe ways in which returning World War II veterans received assistance from the GI Bill? • Describe the economic impact of the GI Bill on the housing industry following World War II. • Describe the educational impact of the GI Bill on World War II veterans.

  5. Constructed Response Explain the GI Bill and describe its impact on American society in the years following World War II. GI Bill of Rights questions and constructed response due tomorrow.

  6. The Baby Boom Read and annotate the article for words and phrases that describe the baby boom generation.

  7. The Baby Boom

  8. Constructed Response Describe factors that led to the birth of the largest generation in American history and explain the impact of the baby boomers on American society. Baby Boom annotations, graphic organizer, and constructed response due tomorrow.

  9. Great Society Speech Summarize this statement from President Lyndon B. Johnson’s “Great Society” speech in 15 words: The Great Society is a place where every child can find knowledge to enrich his mind and to enlarge his talents.

  10. Great Society Speech Incorporate the information from this next statement into your summary. You are still limited to a total of 15 words: It is a place where leisure is a welcome chance to build and reflect, not a feared cause of boredom and restlessness.

  11. Great Society Speech Incorporate the information from this next statement into your summary. You are still limited to a total of 15 words: It is a place where the city of man serves not only the needs of the body and the demands of commerce by the desire for beauty and the hunger for community

  12. Great Society Programs

  13. Great Society Assessment Was the Great Society successful? Explain. Great Society Speech GIST, split-page notes, and assessment are due tomorrow.

  14. The Women’s Rights Movement • Use the terms below to predict what will be covered in this lesson: • job and wage discrimination • unequal status in society • involvement in Civil Rights and Anti-War movements • Equal Rights Amendment

  15. Women: Fight for Equality Women’s Rights impression text and split-page notes due tomorrow

  16. The United Farm Workers Movement • Describe the working and living conditions Latino farm workers experienced during the 1960s. • Explain Cesar Chavez’s reasons for the unionization of Latino farm workers. • Describe the tactics Chavez used to achieve workers’ rights and union recognition for Latino farm workers. • Explain the 1965 California grape boycott and describe the role of the United Farm Workers (UFW) and Cesar Chavez in the boycott. • Explain the impact of the grape boycott on the California grape growers. • How long did the boycott last? Explain how the boycott was finally resolved. • Describe other areas in which Latinos demanded and achieved equal rights in America. Due tomorrow

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