1960s Lesson Plan OutlineConcept:Counterculture, conflictLesson goals: 1) To gain understanding of the way of life of young people in the 1960s through music, footage, and factsSpecific objectives:1) Students will analyze both music and film from the 1960s2) Students will complete a journal entry about Vietnam protestors3) Students will be able to discuss the meaning and purpose of the music from the 1960s4) Students will be able to explain how and why LSD was created and how it spread to the countercultureStandards addressed:History 1: The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States history.History 2: Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflictCivics 4: The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.Rationale:Students should be aware of the power of individuals to influence their government and make change through protests, music, and non-violent demonstrations. Many of the things they deal with and are interested in are similar to what young members of the 1960s counterculture were into.Instructional materials needed:1) VHS video: Vietnam: the Ten Thousand Day War, Volume 82) Packets for groups 1-5 (6 copies of each packet, 2 songs per packet)3) Copies of the “Music of the 1960s” worksheet (1 for each student)4) Overhead for PowerPointPre-assessmentKWL chart to see what the students know and want to know about the ‘60sAssessment1) Journal entry based on video (day 1)2) Journal entry based on PowerPoint (day 3)3) Group presentation on songs from the ‘60s4) Completed KWL chartDay 1 Introduce myself, the topics for the next three days, and the day’s journal entry. Journal entries can be in mind map or note taking form Journal entries should answer the following questions:1) Who are the protestors? What do they look like? What age, race, or ethnicity are they? 2) Why are they protesting the war? Or why is the war bad in their eyes?3) How do these protests relate to you? Would you protest the Vietnam war? Burn your draft card? Go to war and fight? Play VHS video: Vietnam: the Ten Thousand Day War, Volume 8 (approx. first 25minutes) Invite students to share what they wrote down for extra points. If no students share, begin going over questions as a group. I thought that . . . What did you write down for this one? (Spark discussion) Time left over? Begin Day 2 lessonDay 2 Give students 2 minutes to get themselves into groups of 5 or 6 (there should be 5 groups total) Pass out packets of song lyrics (each student should have a packet) and 1 worksheet for each student Read instructions out loud to class and then let them start reading (5 minutes?) 15 minutes to fill out worksheet Each group presents findings to class and then listen to the song Presentations should address:1. Everything on the worksheet (summarize worksheet answers) 2. Whether or not the song relates to today. Would people sing a song like this about war or oppression going on today? As the song plays, other groups should listen to the song and take notes about what they hear. Notes should address:1. Do you like this song?2. Does this song apply to today? How?3. Notes that include quotes and/or specific comments about either of the above (1and 2) will receive extra credit) to encourage class to listen carefully to each group’s song If time runs out we will finish this day 3Day 3 Finish presentations from day 2 (if needed) Introduce topic for the day (counterculture of the 1960s) Students will take notes on presentation for a journal entry. Notes may be in any form that makes sense to the student, graphical, sentence, or word form Show PowerPoint presentation on counterculture of the 1960s –Make sure to tell class that questions are allowed during presentation, but it is not a discussion. Complete KWL chart to assess learning from all three days Complete teacher evaluation (of
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