Teacher: Ms. Norris
Office: 422
Office Phone: (208)5552222
Office Hours: 12-3 MWF
E-mail: olivia.norris@maine.edu
Summary of Unit
Welcom to the 1960s Countercultrue! Summary needst obe put in here.
Establish Goals
Maine Learning Results - Social Studies - E History - 1 Historical Knowledge, Concepts, Themes, and
Patterns
Era: 1961-Current
Grade: 9-Diploma
Students understand major eras, major enduring themes, and historic influences in United States and World
history, including the roots of democratic philosophy, ideals, and institutions in the world.
Students will understand that
• events in the 60s can be used to understand the present.
• the future can be better predicted by knowing what happened in the 60s.
• our country's history of the 60s is essential in knowing and understanding our culture.
Essential Questions
• How have we developed as a society since the 60s?
• Why do we need to understand the culture of the 60s?
• How do we use what we learned in about the 60s era our everyday lives?
Students will know
•Important events and people: Kent State, I have a dream speech, MLK Jr. assassination, the Beathles,
Vietnam, Ravi Shankar, hippies, Walter Cronkite, Bobby Kennedy assassination, JFK presidency &
assassination.
•Sequence and timelines:the events that led to the 60s, the war in Vietnam, the Civil Rights movement,
students protests, Woodstock.
•Critical Ideas: Little Rock, Berkeley, about music of the 60s, the brief presidency of JFK, assassinations in
the US, those who objected to Vietnam, MLK Jr., psychedelic drug use, Tim Leary.
Students will be able to
• explain that history includes the study of the past
• make sense of historical eras, majoring enduring themes, turning points, events, consequences, and people
in the U.S.
• produce informed decisions about the present and the future.
• compare interpretations of historic people, issues and events.
• consider how history can help one better understand the present and the future.
• be aware of historical eras, major enduring themes, turning points etc.
2004 ASCD and Grant Wiggins and Jay McTighe.
Performance Task Overview
Your assignment is to create a imovie about one (if working alone) or more (if working in a group)
representing a historical figure that experienced some of the events that changed the course of the 1960s
era. In this, you will be presenting to a board of people who run the Smithsonian and want a 60s exhibit
with historical figures. You will try to convince them that you have the greatest life changed and you need
to be a part of the exhibit. The winner gets the place in the Smithsonian and gets a $100,000 award for
presenting their knowledge that has affect the museum.
Expectations
Assignments should be turned in on time, if something is going on and you cannot get your work in on
time, email me about why you cannot get it done and then tell me what your plan is to complete the
assignment. The moment you know you will be unable to get your work in, email me then. No points will
be taken off if these directions are followed, and all work can be redone if you do not like the grade you
receive.
Attendance is key to a successful working environment. If you are not feeling well, or you know you will
not be in class email me so we can set up a time to meet to discuss what you missed when you were out. If
you are able, connect to someone in the classroom using Skype. This way you will be able to be a part of
the class without actually being with us that day.
Make sure that you are prepared for every class period. Part of being prepare means that you will be on
time (you are in my classroom and in your seats when the bell rings). Homework should be done before
you get to class. Come with a good attitude and be ready to learn.
I follow school policies involving plagiarism. Plagiarism is unacceptable. Claim the work that is your own,
and give credit to the true author when citing your work.
Benchmarks
• Writing a script and posting it to the class wiki (40 points)
Students will have to choose a historical figure of the 1960s and represent them as present day people
wanting to have their life story and life events used as history in the Smithsonian. Students will need to
write a script as their historical figure, and then post it to the class wiki.
• Creating a podcast (20)
Students will be able to analyze the changes and turning points of the 60s and relate them to present day
situations. Students will need to create a podcast about the era, describing the turning points and major
events.
• Google Earth interactive (35)
In this activity, students will gain information about the places that the historic figures came from. Students
will understand more about the historic figures and gain a better perspective into their lives.
• Glogster (25)
For the Glogster assignment, students will be able to apply their knowledge of the past to today's issues and
societal norms by researching the 60s era. Students will create a Glogster about the changes we face today
that align with the changes the people of the 60s faced in their era.
• Comic Life (20)
Students will create a comic life about the people living in the 60s era. This project allows students to better
understand the people of the time and the issues they had to face. When students complete the comic life
assignment, they should be able to explain historical events and what made the events historical.
• Online Article (30)
The online article assignment gives students the opportunity to better understand the 1960s. The era was
filled with many life changing events. When students complete this assignment, they should be able to
relate to the past by understanding how the past events in the 1960s have affected us today, and how the
past events are still affecting us today.
Total Points (170)
Grading Scale
A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76),
C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59).