Quagmire and Stagflation ‖ 9.

3 Social Upheaval

Goals & Objectives

Students will understand the counterculture movement and its impact on social issues.
Students will be able to differentiate between the various subgroups of the counterculture
movement and create posters showcasing that understanding.

California State Content Standards

11.9.4.List the effects of foreign policy on domestic policies and vice versa (e.g., protests
during the war in Vietnam, the “nuclear freeze” movement).

Common Core Literacy Standards

CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
1.C. 10. Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology.
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:
15 minutes
Students will engage in a bell ringer activity “What did the Doves believe in and who made
up this group?” Students will log their answers into their bell ringer logs and share this
information with the class when called on.

Vocabulary (Content Language Development) ‖ Time:

21. Immigration Act of 1965 22. Great Society 23. Medicare/Medicaid 24. Counterculture
25. Woodstock 26. Silent Spring 27. Environmental Protection Agency

Content Delivery (Method of Instruction) ‖ Time:

25 Minutes
Mini Lecture
The Students will engage and participate in a mini lecture on the counter culture
movement in the US and Johnson’s Great Society. The students will actively take notes
using their preferred format under previously discussed guidelines. The students will take
their time to pause for group discussion and “Think, pair, share”.

Student Engagement (Critical Thinking & Student Activities) ‖ Time:

45 Minutes
Counter Culture Mix and Match
Students will be given Four Cards that represent a piece of a Counter Culture subgroup. A
Primary source card, a Subgroup card, a media type card, and a description. The only
problem is that none of the cards will be correct. The students will have to trade one card
at a time with other students in the room until all of their cards match their primary source
card. Whoever finishes first will win a piece of chocolate.
Once the students all have the right cards, they will return to their groups to make a
poster/banner with their manifesto for that group written on the backside of it. This
manifesto of demands should reflect their group’s beliefs and goals that they have as a
group. The poster should properly represent an issue that they are trying to get heard.

Lesson Closure ‖ Time:

Students will reflect on their content by answering their EQ questions assigned for the day.
The students will be able to showcase their understanding of the key concepts by
answering the main points of the unit. If the students do not finish, they may take it home
for homework and further reflection.

Assessments (Formative & Summative)

The students will be formatively assessed throughout the lesson with pointed teacher
questions. The students will have the summative assessment of the counter culture project.

Accommodations for English Learners, Striving Readers and Students with Special Needs
Strategic grouping
The students have been placed in cooperative learning groups according to motivation,
ability, and personality. The students have been designed to sit in this fashion in order to
promote conversation as well as the ability to bounce ideas off of each other.
Visuals
Both the content delivery and the activity are filled with visuals, graphs, maps, and other
visual tools to help clarify the content that is being processed.
Pre-teaching
The students will have been pretaught the important vocabulary necessary for the
comprehension of this unit. The students will also be given access to important background
information and some reading strategies.

Resources (Books, Websites, Handouts, Materials)

Prezi, Counter culture cards