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Week 33: April 18-21, 2016 Decades of Change (Ch. 20-24; 43-55)

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1 Week 33: April 18-21, 2016 Decades of Change (Ch. 20-24; 43-55)

2 Why are we here this week? Students will read and create a chapter-specific PowerPoint presentation related to one of five topics in Unit IV: Decades of Change.

3 Monday, April 18, 2016 Decades of Change Project expectations (rubric & groups) The Americans, Ch. 20, 21, 22, 23, or 24 “ttt” due History Alive! Work (see packet) PowerPoint Homework: Complete chapter-specific reading & Alive! work by Wednesday, 4/20

4 Decades of Change NAME:Period #: Oral HISTORY Project topic: My preferred classmate(s): CIRCLE 1 st choice (CHAPTER) DRAW a star by your 2 nd request No chapter preference? (check here ) Ch. 20 New Frontier & Great Society (JFK & LBJ) 3 Sections/4 questions Ch. 21 Civil Rights 3 Sections/4 questions Ch. 22 Vietnam Years 5 Sections/5 questions Ch. 24 Age of Limits (1970s) 4 Sections/4 questions Ch. 23 Era of Social Change 3 Sections/4 questions

5 Decades of Change Per. 1 Ch. 20 New Frontier & Great Society 3 Sections/4 questions Kyle Consmu Walker Jason Ch. 21 Civil Rights 3 Sections/4 questions Andrew Sofi Mehar John Ch. 22 Vietnam Years 5 Sections/5 questions Hali Christina Terence Connor L Cassidy Ch. 24 Age of Limits 4 Sections/4 questions Parker Maddy Gabriella Butchy Ch. 23 Era of Social Change 3 Sections/4 questions Will Trish Mollie Mackenzie

6 Decades of Change Per. 2 Ch. 20 New Frontier & Great Society 3 Sections/4 questions Sebastian Abby Owen Emily Ch. 21 Civil Rights 3 Sections/4 questions Dylan Jack Nick Evan Ch. 22 Vietnam Years 5 Sections/5 questions Caci Shelby Tori Jeremiah Eli Ch. 24 Age of Limits 4 Sections/4 questions Colin Johnny Joe Jordan Ch. 23 Era of Social Change 3 Sections/4 questions Quinn Erin Nate Grace Stephano

7 Decades of Change Per. 3 Ch. 20 New Frontier & Great Society 3 Sections/4 questions Ethan Riley Jack Jose Ch. 21 Civil Rights 3 Sections/4 questions Colin Burn Miranda Emily Brady Ch. 22 Vietnam Years 5 Sections/5 questions Colin Lenox Owen John Emmett Nastassja Grace Ch. 24 Age of Limits 4 Sections/4 questions Dan Cappelli Keagan Cesca Karina Ch. 23 Era of Social Change 3 Sections/4 questions Care Ciel Daniel Clayton Jake

8 Decades of Change Per. 4 Ch. 20 New Frontier & Great Society 3 Sections/4 questions Joey Carter Hannah Darby Kevin Ch. 21 Civil Rights 3 Sections/4 questions Jiffer Charlie Kira Sarah Ruhshona Julia Ch. 22 Vietnam Years 5 Sections/5 questions Ethan Izzy Taylor Zachary Jake Kyle Ch. 24 Age of Limits 4 Sections/4 questions Ella Eli Rhys Christian Josie Ch. 23 Era of Social Change 3 Sections/4 questions Ingrid Reed Matthew Nick Ashley Chuck

9 Decades of Change Per. 6 Ch. 20 New Frontier & Great Society 3 Sections/4 questions Sydney Sean Rachana Ch. 21 Civil Rights 3 Sections/4 questions Max Mora Kerstin Ch. 22 Vietnam Years 5 Sections/5 questions Katie Ethan Tyler Ch. 24 Age of Limits 4 Sections/4 questions Owen Grace Nicholas Ch. 23 Era of Social Change 3 Sections/4 questions Marina Megan Casey

10 Decades of CHANGE Project Ch. 20 Ch. 21 Ch. 22 Ch. 23 Ch. 24 New Frontier & Great SocietyCivil Rights Vietnam Years Era of Social Change Age of Limits Groups of students will construct a chapter-specific presentation using PowerPoint You will also be completing a “collaborative assessment” on each chapter/topic. All students will be responsible for one or more “telescoping the times” questions/sections from The Americans  READ the BOOK! Each question/section is 1-3 slides (intro/topic slide required, plus 12-15 slides/group) “Main ideas” & “essential” answers to “ttt” questions, plus relevant images, PPT effects, textbook graphics are required Use of video clips, music, History Alive! or other dynamic activities strongly suggested Each group will present their PPT to the class & participate in a “Socratic Symposium” Collaborative project = 50 major pts (teacher = 30; peer = 10; self-evaluation = 10)

11 Ch. 20-24 “Powerful PPT Project” Work now, LEARN from each other, & later you will share your creativity in a PLAYFUL way. All groups must create a GAME (5 words, Kahoot it!, “New Deal” cards, OTHER?), a dramatic “skit,” musical performance, or other approved activity that brings your chapter to life!

12 Unit IV: Decades of Change Be ready to listen to peers, read along in textbooks, ASK questions, complete an collaborative, open-book assessment, & then participate in a learning activity. There will be an individual objective QUIZ for each chapter. The Americans Visit Robinson SHARES folder for Ch. 20-24 “ttt Society: ” answers. SKIM textbook(s). 20…New Frontier & Great Society Monday, 4/25  Wed. 4/27 21…Civil Rights: Thursday, 4/28  M/5/2 22…Vietnam Years: Tuesday, 5/3  F/5/6 23…Era of Social Change: Monday, 5/9  W/5/11 24…Age of Limits: Thursday, 5/12  M/5/16 Collaborative “chapter tests” will be worth 20 minor points. Chapter quizzes (5) will be worth roughly 20-25 major points. Be sure to READ & complete “ttt” questions and Alive! fill-in notes & exercises BEFORE peers teach! History Alive! Summaries (in Shares) contain fill-in NOTES. 43, 48, 49 44, 45, 46 (47) 51, 52, 53 47, 50, 55 53, 54, 55 Day 1: Teach “ttt” via PowerPoint Day 2: Socratic Symposium, followed by “textbook test” Day 3: Game, then QUIZ (Day 4 needed for Ch. 22… others? ) 4 th district exam will be on or soon after Friday, May 20 th

13 The Americans textbook collaborative “test,” plus an individual QUIZ (major grade) Prepare to complete your “chapter test” (minor grade) later this week. Each group will complete these after your chapter presentation. Plan to “teach” the key content! Groups will use the teacher-provided answer key to review and correct a peer group’s ANSWERS. LIST the total number of questions CORRECT above the total number of objective questions. e.g. 18/20

14 Decades of Change Scoring Rubric (50 major points) Content (Verbal)…10 Presentation Skills…10 Visual Aid (PowerPoint slide(s)…10 Self-Evaluation …10 Peer Evaluation…10

15 What is your OVERALL rating of each individual group member? Ch. "ttt" section/question 1 equals student 1…shared questions (paired students) should be listed in order…bracket? Student 1: 10…9…8…7…6 Student 2: 10…9…8…7…6 Student 3: 10…9…8…7…6 Student 4: 10…9…8…7…6 Student 5: 10…9…8…7…6 Student 6: 10…9…8…7…6 If your group has the same # of people as questions, ASSIGN each person a specific QUESTION and RECORD your names in order as directed. If your group has MORE people than questions, the extra person must complete a related ESSENTIAL QUESTION or write his/her own unique question. If your group has LESS people than questions, you can either ASSIGN “extra” questions to interested individuals, pair up & complete questions (for additional pts), or see teacher for other ways to manage task.

16 Decades of Change Scoring Rubric (50 major points) Content Mastery (Verbal display of knowledge & understanding)…10 Presentation Skills…10 Visual Exhibit(s) (PPT slide(s), plus “game” or other learning activity…10 Self-Evaluation …10 Peer Evaluation…10

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20 What is your OVERALL rating of each individual group member? Ch. "ttt" section/question 1 equals student 1…shared questions (paired students) should be listed in order…bracket? Student 1: 10…9…8…7…6 Student 2: 10…9…8…7…6 Student 3: 10…9…8…7…6 Student 4: 10…9…8…7…6 Student 5: 10…9…8…7…6 Student 6: 10…9…8…7…6

21 Unit IV: Decades of Change The Americans Visit Robinson SHARES folder for Chapter 20, 21, 22, 23, OR 24 “ttt” answers. History Alive! Chapter summaries contain ALL the fill-in-blank NOTES that are relevant for your topic: Ch. 20: 43, 48, 49 Ch. 21: 44, 45, 46 (47) Ch. 22: 51, 52, 53 Ch. 23: 47, 50, 55 Ch. 24: 53, 54, 55 Remember: Do ALL parts of Alive! assignment as directed in your Unit IV packet!

22 What are the MOST important things to UNDERSTAND about the Decades of Change Project? Groups must work TOGETHER to learn, teach, and play a game related to a specific chapter (20, 21, 22, 23, OR 24) Individuals have FREEDOM to sit anywhere in seating area, vote on group decisions, and design his/her own unique PowerPoint slide based on ONE question ALL group members have RESPONSIBILTIES to read, complete assignments, participate in Socratic Circle, and study for collaborative assessments ALL individuals will EARN a 50-point major grade for the project, plus 5 “major” quiz scores (roughly 20-25 point each).

23 http://www.amazon.com/White-Mountain-Puzzles-The-Sixties/dp/B000H0S1TU

24 http://www.amazon.com/White-Mountain-Puzzles-The-Seventies/dp/B001BSH4VI

25 Tuesday, April 19, 2016 Decades of Change WORK DAY 1. PowerPoint  due Thursday by 2:30 PM!!! 2. GAME plan? What type of “learning activity?” 3. History Alive! Work (see packet) Homework: Complete chapter-specific reading & Alive! Work; Continue PowerPoint work and GAME plan

26 Unit IV: Decades of Change Be ready to listen to peers, read along in textbooks, ASK questions, complete an collaborative, open-book assessment, & then participate in a learning activity. There will be an individual objective QUIZ for each chapter. The Americans Visit Robinson SHARES folder for Ch. 20-24 “ttt Society: ” answers. SKIM textbook(s). 20…New Frontier & Great Society Monday, 4/25  Wed. 4/27 21…Civil Rights: Thursday, 4/28  M/5/2 22…Vietnam Years: Tuesday, 5/3  F/5/6 23…Era of Social Change: Monday, 5/9  W/5/11 24…Age of Limits: Thursday, 5/12  M/5/16 Collaborative “chapter tests” will be worth 20 minor points. Chapter quizzes (5) will be worth roughly 20-25 major points. Be sure to READ & complete “ttt” questions and Alive! fill-in notes & exercises BEFORE peers teach! History Alive! Summaries (in Shares) contain fill-in NOTES. 43, 48, 49 44, 45, 46, (47) 51, 52, 53 47, 50, 55 53, 54, 55 Day 1: Teach “ttt” via PowerPoint Day 2: Socratic Symposium, followed by “textbook test” Day 3: Game, then QUIZ (Day 4 needed for Ch. 22… others? ) 4 th district exam will be on or soon after Friday, May 20 th

27 Good work so far…??? Build each of the text lines on its own (don’t make them pop in all at once)…it makes the audience more curious & attentive about what is coming next Try to sync the pictures to match the text line…waiting until the end of the slide for the pictures is NOT ideal Try to find some actual photos, video clips, or audio clips of Indians discussing the “struggles”. If you cannot download relevant clips, SEARCH Safari Montage videos for clips using the dropdown chapters…INSERT the HYPERLINKHYPERLINK http://www.cbsd.org/Page/14016 Having some actual “quotes” or some more specific details would enhance the historic quality of the ttt answer (you are NOT limited to textbooks) Add the name of the student on the first slide each person created Consider TRANSITIONS between slides, they keep it interesting Be sure to save this as a file with Ch. # and Period # in the NAME EACH person should plan for a 5-7 minutes of “ttt” presentation Overall, your group is well on its way to a successful presentation.

28 What is your Telescoping the Times question? Paraphrase and PERSONALIZE the answer provided Include pictures, clip art, VIDEO or AUDIO clips, or other dynamic effects AVOID “PowerPoint puke”…BUILD text & graphics using ANIMATION effects!

29 Building a GOOD PPT slide show 1-3 slides per person ONE complete PowerPoint file by Friday, 2:30 Make a CREATIVE introduction slide with all names AND something VISUAL representing each “ttt” question Use TRANSITIONS between slides Timing delays, “on the click,” & other options can ENHANCE effectiveness of your presentation THINK about ways to use images & effects to ENGAGE your audience (ask ?s using pics?) 1-3 slides per person ONE complete PowerPoint file by Friday, 2:30 Make a CREATIVE introduction slide with all names AND something VISUAL representing each “ttt” question Use TRANSITIONS between slides Timing delays, “on the click,” & other options can ENHANCE effectiveness of your presentation THINK about ways to use images & effects to ENGAGE your audience (ask ?s using pics?)

30 Wednesday, April 20, 2016 I.Current Events If you have NOT shared, visit site & WRITE by 5/2! II. Decades of Change WORK a. PowerPoint  due tomorrow by 2:30 PM!!! b. GAME plan? What type of “learning activity?” c. History Alive! Work DUE…3 chapters (30 pts) Homework: STUDY for chapter-specific Americans “test” ( 20 minor pts) Continue PPT work and GAME plan

31 Today is the “last” Tuesday Newsday presentation day for the foreseeable future… ALL students who did NOT share yet must select an article and complete worksheet by 5/2

32 Thursday, April 21, 2016 I.Ch. 20, 21, 22, 23, or 24 “chapter test” 20-point collaborative, open-notes assessment II. Decades of Change WORK a. PowerPoint  due today by 2:30 PM!!! b. GAME plan? What type of “learning activity?” Homework: Complete Ch. 20 “ttt” & Alive! Work Ch. 43, 48, 49 (due Tuesday, 4/26)

33 Unit IV: Decades of Change Be ready to listen to peers, read along in textbooks, ASK questions, complete an collaborative, open-book assessment, & then participate in a learning activity. There will be an individual objective QUIZ for each chapter. The Americans Visit Robinson SHARES folder for Ch. 20-24 “ttt Society: ” answers. SKIM textbook(s). 20…New Frontier & Great Society Monday, 4/25  Wed. 4/27 21…Civil Rights: Thursday, 4/28  M/5/2 22…Vietnam Years: Tuesday, 5/3  F/5/6 23…Era of Social Change: Monday, 5/9  W/5/11 24…Age of Limits: Thursday, 5/12  M/5/16 Collaborative “chapter tests” will be worth 20 minor points. Chapter quizzes (5) will be worth roughly 20-25 major points. Be sure to READ & complete “ttt” questions and Alive! fill-in notes & exercises BEFORE peers teach! History Alive! Summaries (in Shares) contain fill-in NOTES. 43, 48, 49 44, 45, 46, (47) 51, 52, 53 47, 50, 55 53, 54, 55 Day 1: Teach “ttt” via PowerPoint Day 2: Socratic Symposium, followed by “textbook test” Day 3: Game, then QUIZ (Day 4 needed for Ch. 22… others? ) 4 th district exam will be on or soon after Friday, May 20 th

34 Collaborative Assessment LAST names and PERIOD # please ABSENTEES? List name USE Unit IV packet, including Ch. 20-24 “ttt” and History Alive! summary notes SKIP “extended response” questions

35 DROP final PPT in Robinson folder TODAY! THANK YOU for following these directions! 1.Chapter # and Period # in FILE NAME 2.PLEASE send me an office 365 link too! 3.Cover slide: Chapter Name/#, Period #, Student Names, Spring 2016, PLUS a picture from each person’s question/slide.

36 Your chapter-specific game is due Wednesday, 4/27 by 2:30 PM Plan for 15-20 minutes of challenging “LEARNING FUN”…review essential “ttt” and other MAIN IDEAS! Consider PRIZES to generate maximum SYNERGY! All group members should plan to implement, supervise, and/or assist with the game plan on Day #3 (before the individual chapter quiz)

37 https://getkahoot.com/ PICTURES are required for each question (small, relevant…IF you expect “full credit”) Minimum of 3 questions per group member with “intelligent, NOT necessarily all serious” answer choices RANDOMIZE question and answer choices ini “settings” BEFORE playing

38 “5 WORDS” instructions Identify *5 KEY “WORDS” (not a sentence) related to your terms (explanatory “clues,” synonyms, people, places, events, dates, etc.) *arrange words from hardest/most vague (1 st ) to easiest/most obvious (5th)  Select clip art, pictures, cartoons, or other visuals showing your term 1) Most difficult CLUE or HINT… 5) Easiest CLUE or HINT

39 Instructions for “5 WORDS” PPT You may *modify slide, but do NOT delete or rearrange the order! ( modify = change colors, background, motion affects, emphasis, MORE pictures, etc.) The slide should “lead” to the answer. HARDEST clue appears 1 st 2 nd most CHALLENGING hint 3 rd clue makes it CLEAR Picture #1 is intriguing 4 th clue is fairly EASY 5 th WORD is blatantly OBVIOUS Last picture “shows” the term

40 Term or Phrase 1 st word (hardest) 2 nd (challenging) 3 rd (clear) 4 th (easy) 5 th (obvious) Your NAME

41 Term or Phrase 1 st word (hardest) 2 nd (challenging) 3 rd (clear) 4 th (easy) 5 th (obvious) Your NAME

42 MNR’s New Deal: A challenging cranial endeavor! OBJECTS of the GAME Demonstrate your understanding of your Unit IV chapter by CONSTRUCTING game cards,* then PLAYING a fast-paced, competitive game that tests your ability to score points by drawing, recalling, acting, deciphering, etc. Chapter-specific CARDS will be created by each student from the Americans and/or History Alive! MATERIALS Each chapter group will "equitably" divide the chapters from The Americans and History Alive! so that each student has 3-5 unique & specific CONCEPTS: vocab terms, people, events, laws, etc. Each individual student will construct playing (index) cards: sketcher: list SIMPLE, easy-to-draw things, followed by 3 "clues" or drawing ideas….like Pictionary (players will DRAW and their teammates will try to GUESS what you have listed) actor: list any specific person, event, or concept that could be dramatized (with or without words)….like charades (you must list a few suggested actions, phrases, or hints…your may have forbidden words if you choose no-know? : list concept, esp. challenging ones, followed by 5 obvious related words that cannot be said…like CAT cannot say feline, mouse, dog, kitty, or furry…bulleted list of prohibited wordsTaboo orwd: scramble the letters of a fairly challenging concept, then write a definition beneath it…who/what am I? dunsternadginAbility to know and appreciate wise & important things imagine: draw or arrange picture(s) or clip art representing a specific concept, then EXPLAIN…who/what am I? (during game teams try to GUESS what your picture represents…”fill” white side of card) INCLUDE your NAME, Period #, and CHAPTER (20, 21, 22, 33, or 24) on your cards!!!

43 Unit IV: Decades of Change The Americans Visit Robinson SHARES folder for Chapter 20, 21, 22, 23, OR 24 “ttt” answers. History Alive! Chapter summaries contain ALL the fill-in-blank NOTES that are relevant for your topic: Ch. 20: 43, 48, 49 Ch. 21: 44, 45, 46 (47) Ch. 22: 51, 52, 53 Ch. 23: 47, 50, 55 Ch. 24: 53, 54, 55 Remember: Do ALL parts of Alive! assignment as directed in your Unit IV packet!

44 Chapter 20, Americans p. 668- 697 The New Frontier and the Great SocietyAmericans Responses will vary but should include points similar to the following: 1.The U.S. and Soviet Union clashed over the placement of missiles in Cuba, which resulted in their removal by the Soviets, and over access to Berlin, which resulted in the Soviets’ building of the Berlin Wall. 2. Kennedy was unable to get Congress to pass bills to provide medical care for the aged, to rebuild cities, and to aid education, but he did win support for increased defense spending, a hike in the minimum wage, and the creation of the Peace Corps. 3. Johnson’s Great Society comprised many measures such as civil rights protection, Medicare and Medicaid to provide health care for the aged and poor, funding for public housing, an end to immigration quotas, efforts to clean water, and consumer protection. 4. The Warren Court issued rulings that changed the rules for creating legislative districts and enhanced the rights of people accused of crimes.

45 1. How did the United States and Soviet Union confront each other during Kennedy’s term and how did the situations end? The U.S. and Soviet Union clashed over the placement of missiles in Cuba, which resulted in their removal by the Soviets, and over access to Berlin, which resulted in the Soviets’ building of the Berlin Wall. Flexible response…ability to react to threats, including nonnuclear, in a variety of ways (troops, ships, artillery); explained by Sec. of Defense, Robert McNamara “hot line” between the White House and the Kremlin (Moscow) Initially, communism was advancing (US appeared weak) Bay of Pigs (Cuban exiles are trained to orchestrate a “revolution”)

46 2. What policies did Kennedy push, and how well did he succeed in having them passed? Kennedy was unable to get Congress to pass bills to provide medical care for the aged, to rebuild cities, and to aid education, but he did win support for increased defense spending, a hike in the minimum wage, and the creation of the Peace Corps.

47 3. Describe Johnson’s Great Society. Johnson’s Great Society comprised many measures such as civil rights protection, Medicare and Medicaid to provide health care for the aged and poor, funding for public housing, an end to immigration quotas, efforts to clean water, and consumer protection.

48 4. What decisions were made by the Supreme Court under Earl Warren? The Warren Court issued rulings that changed the rules for creating legislative districts and enhanced the rights of people accused of crimes (Miranda rights)…”one person, one vote”

49 History Alive! Ch. 43: Two Americas Why did poverty exist in an age of influence? Michael Harrington’s The Other America revealed that despite the general affluence of the 1950s, millions of “socially visible” Americans lived in poverty. Although people’s views and understanding of poverty have changed over time, the problem persists. Defining poverty Pauperism was once considered a moral failure. Today, poverty is defined in terms of income. People below the poverty line do not have enough income to live decently. An invisible class In The Other America, Michael Harrington argued that the poor were “invisible” for many reasons. They lived apart from the middle class but looked much the same. They also played no role in politics. Urban poverty Impoverished minorities became concentrated in decaying cities when the middle class moved out. The Housing Act of 1949 launched urban renewal programs to clear out slums and build new housing. However, many of these housing projects became slums. Rural poverty The growth of agribusiness harmed many farmers. Migrant workers on corporate farms were not paid enough to lift them out of poverty. One of the poorest rural regions, Appalachia, suffered from poor farming conditions and a declining coal industry. American Indian policy Efforts by the federal government to “terminate” its responsibility for Indian tribes led to increased poverty among Native Americans. The Voluntary Relocation Program helped Indians move to cities, but many had trouble adapting to urban life. The “other America” today Despite government efforts, poverty is still a significant problem in the United States. About 37 million Americans lived in poverty in 2005. Today’s poor are younger and more diverse than those of the past. They are also more visible in society.

50 Ch. 48: The Age of Camelot Was John F. Kennedy a great president? During his brief time as president, John F. Kennedy faced many domestic and foreign challenges. His presidency began with great optimism and ended in tragedy, leaving many of his goals unfulfilled. New Frontier Kennedy’s New Frontier focused on reviving the economy, winning the space race, building the nation’s defenses, and aiding developing countries. National Aeronautics and Space Administration In 1961, Kennedy pledged to put an American on the moon by the end of the decade. In 1969, NASA achieved this bold goal. Bay of Pigs invasion Kennedy’s first foreign policy initiative, the Bay of Pigs invasion, was an attempt to remove Fidel Castro from power in Cuba. It failed miserably. Berlin Wall In 1961, a concrete barrier dividing communist East Berlin from noncommunist West Berlin became a symbol of the deepening Cold War divide. Cuban missile crisis One of the most frightening confrontations of the Cold War occurred when the United States discovered Soviet nuclear missile sites in Cuba. The crisis ended peacefully, partly due to Kennedy’s measured response and a willingness to take the nation to the brink of war. Test Ban Treaty Kennedy and Khrushchev, both determined to reduce Cold War tensions, signed a treaty banning nuclear weapons tests in the atmosphere. Peace Corps Kennedy’s Peace Corps gave thousands of American volunteers the chance to help people in developing nations improve their lives.

51 Ch. 49: The Great Society What is the proper role of government in shaping American society? In 1964, voters elected liberal Democrat Lyndon Johnson by a wide margin. Johnson used this mandate to enact a broad program of reforms he called the Great Society. With his powers of persuasion, Johnson pushed more than 200 bills through Congress. War on Poverty Johnson’s Great Society grew out of the liberal tradition of the Progressive and New Deal eras. Its centerpiece was an ambitious War on Poverty. Economic Opportunity Act This act created a number of antipoverty measures, including the Job Corps, Project Head Start, and VISTA, which all helped cut poverty rates almost in half. Medicare and Medicaid As part of the Great Society, Congress amended the Social Security Act to include medical health insurance for the elderly and disabled. Immigration Act of 1965 This measure ended the national origins quota system begun in the 1920s. Entry to the United States was now based on criteria such as skills and family ties. Silent Spring This influential book sparked a new interest in environmentalism. As a result, Congress passed several environmental laws. “One person, one vote” The activist Warren Court changed the political landscape by insisting that states create legislative districts following the principle of “one person, one vote.” Miranda rights In a series of controversial decisions, the Warren Court expanded the rights of the accused. It ensured that people placed under arrest be informed of their rights before questioning.

52 Chapter 21, Americans p. 698-727 Civil RightsAmericans Responses will vary but should include points similar to the following: 1.The civil rights movement began with changes caused by World War II. The NAACP pushed lawsuits that won African Americans the right to desegregation in education. The Montgomery bus boycott prompted the rise of Martin Luther King, Jr., as a leader of the movement. 2. Violent attacks on civil rights workers in the South prompted President Kennedy to ask Congress for a civil rights law. A massive march on Washington and his assassination, as well as President Johnson’s skill, led to its passage. The Voting Rights Act was passed due to Johnson’s support after another massive march in the South. 3. The civil rights movement changed as it tried to dislodge de facto segregation in the North and as angrier voices called for strong resistance to white racism. 4. The civil rights movement had mixed results in that it succeeded in overturning many discriminatory laws but could not unseat entranced de facto discrimination. Many African Americans still suffer from poverty and the lack of opportunities.

53 Chapter 21 Americans, p. 698- 727 Civil Rights 1. How did the civil rights movement begin? The civil rights movement began with changes caused by World War II. The NAACP pushed lawsuits that won African Americans the right to desegregation in education. The Montgomery bus boycott (Rosa Parks) prompted the rise of Martin Luther King, Jr., as a leader of the movement. -post-WW II (fairness, “real” jobs, better pay) Tuskeegee Airmen… “Redtails” -Brown v. Board of Education Topeka, Kansas (1954)

54 Chapter 21, Americans, p. 698- 727 Civil Rights 2. What events led Congress to pass the Civil Rights and Voting Rights acts? Violent attacks on civil rights workers in the South prompted President Kennedy to ask Congress for a civil rights law. A massive march on Washington and his assassination, as well as President Johnson’s skill, led to its passage. The Voting Rights Act was passed due to Johnson’s support after another massive march in the South. -(“Bloody Sunday,” first of two marches)

55 Chapter 21Americans, p. 698-727 Civil Rights 3. How did the civil rights movement change? The civil rights movement changed as it tried to dislodge de facto segregation in the North and as angrier voices called for strong resistance to white racism. -laws vs. attitudes (common practice) -Malcolm X & the Black Panthers (Power movement)

56 Chapter 21, Civil Rights Americans, p. 698- 727 4. Why could the results of the movement be called mixed? The civil rights movement had mixed results in that it succeeded in overturning many discriminatory laws but could not unseat entrenched de facto discrimination. Many African Americans still suffer from poverty and the lack of opportunities. -housing, voting rights, schooling, etc.

57 Ch. 44: Segregation in the Post-WW II Period How did segregation affect American life in the postwar period? Segregation remained widespread in the United States after World War II, especially in the South. But there were also signs of change. In the 1940s and 1950s, desegregation began in sports and the military. Civil rights organizations grew stronger. The landmark Supreme Court ruling Brown v. Board of Education heralded the beginning of the modern civil rights movement. Segregated society Segregation affected every aspect of life in the Jim Crow South. De jure segregation was defined by law, while de facto segregation was determined by custom. Blacks in the North and West also experienced de facto segregation, especially in housing. Breaking the color line Professional sports began to be integrated in the late 1940s. Most notable was Jackie Robinson’s entry into major league baseball.T he integration of professional football and basketball soon followed. Executive Order 9981 President Truman was determined to integrate the armed forces. His executive order, issued in 1948, ended segregation in the military. Civil rights groups Civil rights organizations gained strength in the postwar years. CORE was dedicated to civil rights reform through nonviolent action. The National Urban League tried to help African Americans who were living in northern cities. The NAACP began a legal branch and launched a campaign, led by Thurgood Marshall, to challenge the constitutionality of segregation. Brown v. Board of Education The NAACP’s legal campaign triumphed in 1954, when the Warren Court issued the Brown v. Board of Education decision. This ruling declared segregation in public schools to be unconstitutional and undermined the legal basis for segregation in other areas of American life.

58 Ch. 45: The Civil Rights Revolution: “Like a Mighty Stream” How did civil rights activists advance the ideals of liberty, equality, & opportunity for African Americans? Between 1955 and 1965, many key events took place in the civil rights movement. African Americans made great progress in their struggle for rights and equality. Montgomery Bus Boycott In 1955, blacks in Montgomery, Alabama, began a lengthy boycott of the city’s segregated bus system. As a result, Montgomery’s buses were integrated. SCLC and SNCC These two groups helped organize nonviolent civil rights actions. The Southern Christian Leadership Conference was led by Martin Luther King Jr. It played a major role in the Birmingham campaign and other events. The Student Nonviolent Coordinating Committee organized sit-ins and engaged in other forms of civil disobedience. Freedom Rides In 1961, black and white Freedom Riders rode buses through the South. They were testing southern compliance with laws outlawing segregation in interstate transport. The riders were subjected to violence and eventually received federal protection. March on Washington A quarter of a million people marched in Washington, D.C., in August 1963 to demand jobs and freedom. The highlight of this event was Martin Luther King Jr.’s “I have a dream” speech. Freedom Summer In the summer of 1964, activists led voter registration drives in the South for African Americans. Landmark legislation The Civil Rights Act of 1964 banned discrimination on the basis of race, sex, religion, or national origin. The Voting Rights Act of 1965 outlawed literacy tests, enabling many African Americans to vote.

59 The civil rights movement changed course in the mid-1960s, moving beyond the South and expanding its goals. Some activists also abandoned the strategy of nonviolence. Black power In 1966, civil rights activists began calling for black power. They wanted African Americans to have economic and political power, as well as pride in their African heritage. Watts riot In the summer of 1965, the Watts section of Los Angeles exploded in violence. This event was followed by riots in black ghettos across the nation. Kerner Commission This commission, established by Lyndon Johnson to study the riots, concluded that their fundamental cause was pent-up resentment over historic inequalities. Nation of Islam Also called Black Muslims, the Nation of Islam advocated black nationalism. Its members believed that blacks should live apart from whites and control their own communities. Black Panther Party The Black Panther Party demanded economic and political rights. Unlike nonviolent civil rights leaders, the Black Panthers were prepared to fight to realize their goals. Civil Rights Act of 1968 The most important clause in this law bans discrimination in the sale, rental, and financing of housing based on race, religion, national origin, or sex. Swann v. Charlotte-Mecklenburg Board of Education In this decision, the Supreme Court ruled that busing is an acceptable way to achieve school integration. Regents of the University of California v. Bakke In its first case on affirmative action, the Supreme Court ruled that race may be used as one, but not the only, factor in school admissions. Ch. 46: Redefining Equality: From Black Power to Affirmative Action How did civil rights activists change their strategies and goals in the 1960s and 1970s, and how successful were they in achieving racial equality?

60 The civil rights movement inspired many Americans to stand up for their rights. During the 1960s and 1970s, various groups sought equal treatment under the law and in society. Women The National Organization for Women (NOW) and other feminist groups worked for women’s rights. They wanted reforms to ensure greater equality and opportunity for women. Latinos Various groups of Latinos struggled for their rights and identity in American society. The United Farm Workers (UFW) organized migrant farmworkers and helped increase their wages and benefits. The 1968 Bilingual Education Act required public schools to provide bilingual instruction. American Indians The American Indian Movement (AIM) protested unfair treatment of American Indians. By the mid-1970s, some tribes had won payment for lost lands. Asian Americans Asian American students asked for university programs in ethnic studies. The Japanese Americans Citizens League (JACL) sought compensation for internment during World War II. Other groups Disabled Americans fought for equal access and won passage of the Americans with Disabilities Act. After the Stonewall riots, gay Americans gained greater visibility in their fight for equal rights. Older Americans countered ageism by working through such groups as the Gray Panthers. Ch. 47: The Widening Struggle Why and how did the civil rights movement expand ?

61 Chapter 22, Americans p. 728-765 The Vietnam War YearsAmericans 1. The U.S. entered the war in Vietnam to try to support the government of the South because it did not want communists in the North to control the whole country. 2. The U.S. could not quickly defeat the Vietcong because they engaged in guerrilla tactics of quick attacks and disappearing into the jungle. The result was a loss of morale among U.S. soldiers. 3. As the war continued and victory seemed less achievable, American society split into hawks, who favored the war, and doves, who opposed it. They were bitterly opposed to each other, and some hawks thought that antiwar protesters were disloyal. 4. The year 1968 was marked by loss of confidence and violence: a major North Vietnamese offensive weakened American support for fighting the war. Also, President Johnson decided not to seek re-election, two major leaders were killed, and violence marred the Democratic convention. 5. As a result of the war in Vietnam, many American soldiers were dead or wounded, and many more scarred by their reception when they returned home. The war created deep divisions in American society and opened mistrust of people toward the government

62 Chapter 22 Americans, p. 728-765 The Vietnam War Years 1. Why did the U.S. enter the war in Vietnam? The U.S. entered the war in Vietnam to try to support the government of the South because it did not want communists in the North to control the whole country. -containment; Eisenhower supported Diem (opposed Ho); USS Maddox/Gulf of Tonkin incident (Resolution) Additional details/answers?

63 Chapter 22 Americans, p. 728- 765 The Vietnam War Years 2. Why could the U.S. not win a quick victory over the Viet Cong, and what was the effect? The U.S. could not quickly defeat the Vietcong because they engaged in guerrilla tactics of quick attacks and disappearing into the jungle. The result was a loss of morale among U.S. soldiers. -political limitations were placed on superior US weapons & numbers (military was not “effective”); enemy was difficult to identify; napalm (incendiary/explosive); agent orange (defoliant); civil war (self-determination)…QUAGMIRE! -Additional details/answers?

64 Chapter 22 Americans, p. 728- 765 The Vietnam War Years 3. How did public opinion split over the war? As the war continued and victory seemed less achievable, American society split into hawks, who favored the war, and doves, who opposed it. They were bitterly opposed to each other, and some hawks thought that antiwar protesters were disloyal. -“draft dodgers” fled to Canada or burned draft cards; returning vets greeted harshly (spit on); Additional details/answers?

65 Chapter 22 Americans, p. 728- 765 The Vietnam War Years 4. Why is 1968 considered a year of upheaval? The year 1968 was marked by loss of confidence and violence: a major North Vietnamese offensive* weakened American support for fighting the war. Also, President Johnson decided not to seek re-election, two major leaders (MLK and Robert Kennedy) were killed, and violence marred the Democratic convention. -*Tet Offensive; presidential advisors questioned the war; Nixon elected president Additional details/answers?

66 Chapter 22 Americans, p. 728- 765 The Vietnam War Years 5. What were the effects of the war? As a result of the war in Vietnam, many American soldiers were dead (58,000+) or wounded (158- 303,000+), and many more scarred by their reception when they returned home. The war created deep divisions in American society and opened mistrust of people toward the government. -Tet Offensive (lied about “success?”); changed US foreign policy (Congressional limits on troop commitments); “Pentagon Papers” Additional details/answers?

67 Ch. 51: The United States gets involved in Vietnam Why did the U.S. increase its military involvement in Vietnam? After World War II, nationalist and communist rebels in the French colony of Vietnam fought for their independence. A 1954 agreement ending this colonial war split the country into communist North Vietnam and democratic South Vietnam. When France pulled out the following year, the United States stepped in to prop up South Vietnam. Over the years, American involvement grew and eventually led to the introduction of U.S. ground forces. First Indochina War In this first phase of fighting, which lasted from 1946 to 1954, Ho Chi Minh led Viet Minh insurgents in the struggle to end French rule in Vietnam. Geneva Accords The First Indochina War ended with a 1954 agreement known as the Geneva Accords. The accords split Vietnam into north and south but called for elections to reunify the country. The United States backed South Vietnam financially and militarily. Viet Cong Insurgents in the south, known as the Viet Cong, worked to overthrow the nominally democratic but corrupt government of South Vietnam. The Viet Cong received aid from communist North Vietnam. Gulf of Tonkin Resolution An alleged attack on U.S. ships off the coast of North Vietnam led Congress to pass the Gulf of Tonkin Resolution. This resolution gave President Johnson broad powers to expand the U.S. role in Vietnam. Massive air strikes against North Vietnam followed. Ho Chi Minh Trail By 1965, North Vietnamese Army troops were moving south along the Ho Chi Minh Trail to help the Viet Cong. The United States feared that South Vietnam would fall without more direct support. Americanization In March 1965, the United States began sending ground troops to fight the Vietnam War. The war quickly became an American conflict.

68 Ch. 52: Facing Frustration in Vietnam What made the Vietnam War difficult to win? The United States decided to wage a limited war in Vietnam, with limited troop strength. Fighting an elusive enemy on unfamiliar terrain frustrated U.S. soldiers. The South Vietnamese people themselves were unsure whom to support: the Saigon government or the communist-backed Viet Cong. As the war dragged on, American antiwar protests grew. Opposition to the war greatly affected the 1968 elections. War of attrition The U.S. military waged a war of attrition, hoping to wear down the enemy by inflicting heavy losses. Increasing the enemy body count became a key military goal. Opposing Vietnamese armies Regular troops of the North Vietnamese Army (NVA) joined forces with Viet Cong insurgents. The United States trained the Army of the Republic of Vietnam (ARVN) to defend South Vietnam. New weapons of war The United States sprayed the herbicide Agent Orange to clear forest vegetation and expose the enemy. It dropped napalm firebombs that burned forests and buildings and caused widespread destruction. Both weapons had devastating effects on the Vietnamese population. Credibility gap The Johnson administration’s optimistic public assessments of the war did not match reality. This created a credibility gap, and many Americans lost faith in the president. Protest movement Antiwar protesters on college campuses and elsewhere held demonstrations and carried out acts of civil disobedience. The protesters called for peace negotiations and an end to the war. Tet Offensive Some 45,000 Viet Cong and NVA soldiers died after launching a major offensive in 1968. But the Tet Offensive also boosted U.S. opposition to the war and undermined the Johnson presidency, helping to pave the way for Richard Nixon’s election in 1968.

69 Ch. 53: Getting Out of Vietnam What lessons for Americans emerged from the Vietnam War? In 1969, President Nixon began withdrawing U.S. troops from Vietnam, but the war continued throughout his time in office. He carried on peace talks with the North Vietnamese but also ordered massive bombing of North Vietnam, Cambodia, and Laos. He faced ongoing protests from the antiwar movement and criticism from Congress. In 1973, the last U.S. combat forces came home. North Vietnam swept to victory over the South in 1975. Vietnamization Nixon’s Vietnamization of the war allowed for the withdrawal of U.S. troops and prepared South Vietnam to take over responsibility for the war. My Lai massacre In 1968, U.S. soldiers slaughtered hundreds of Vietnamese civilians in the village of My Lai. Reports of the massacre shocked Americans and increased antiwar protests. Kent State shootings The invasion of Cambodia in April 1970 sparked an increase in antiwar protests. The most violent one occurred the following month at Kent State University in Ohio, where National Guard troops fired into an angry crowd, killing four students. War Powers Resolution Congress reacted to Nixon’s activities in Cambodia by passing the War Powers Resolution. This resolution limits a president’s ability to send armed forces into combat. Pentagon Papers In 1971, Daniel Ellsberg leaked to the press a top-secret study of the U.S. role in Indochina. This study, the Pentagon Papers, revealed secrecy and deceit on the part of U.S. presidents. Boat people The North Vietnamese defeated South Vietnam and took control in 1975. This prompted an exodus of refugees from Indochina, many of whom fled by boat.

70 Chapter 23, Americans p. 766 -789 An Era of Social ChangeAmericans Responses will vary but should include points similar to the following: 1. To win higher wages and better benefits, Latinos farm workers organized into a union. Other Latinos formed political groups to field candidates. 2. Many Native Americans, unhappy with past government policies, came together to issue the Declaration of Indian Purpose, which called for freedom to choose their own way of life. Some Native Americans formed the American Indian Movement to push for faster results. Others used lawsuits to win education and land rights. 3. The women’s movement succeeded in winning better treatment on the job and better access to education. But it failed to win approval of the Equal Rights Amendment. 4. The counterculture faded because hippies found they could not survive without mainstream society and because of problems caused by drugs. It changed art and fashion and helped increase the influence of rock ’n’ roll, however.

71 Chapter 23 Americans, p. 766-789 An Era of Social Change 1. What did Latinos do to fight for equality? To win higher wages and better benefits, Latino farm workers organized into a union. Other Latinos formed political groups to field candidates.

72 Chapter 23 Americans, p. 766-789 An Era of Social Change 2. What did Native Americans want? Many Native Americans, unhappy with past government policies, came together to issue the Declaration of Indian Purpose, which called for freedom to choose their own way of life. Some Native Americans formed the American Indian Movement to push for faster results. Others used lawsuits to win education and land rights.

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75 History Alive! Ch. 43: Two Americas Why did poverty exist in an age of influence? Michael Harrington’s The Other America revealed that despite the general affluence of the 1950s, millions of “socially visible” Americans lived in poverty. Although people’s views and understanding of poverty have changed over time, the problem persists. Defining poverty Pauperism was once considered a moral failure. Today, poverty is defined in terms of income. People below the poverty line do not have enough income to live decently. An invisible class In The Other America, Michael Harrington argued that the poor were “invisible” for many reasons. They lived apart from the middle class but looked much the same. They also played no role in politics. Urban poverty Impoverished minorities became concentrated in decaying cities when the middle class moved out. The Housing Act of 1949 launched urban renewal programs to clear out slums and build new housing. However, many of these housing projects became slums. Rural poverty The growth of agribusiness harmed many farmers. Migrant workers on corporate farms were not paid enough to lift them out of poverty. One of the poorest rural regions, Appalachia, suffered from poor farming conditions and a declining coal industry. American Indian policy Efforts by the federal government to “terminate” its responsibility for Indian tribes led to increased poverty among Native Americans. The Voluntary Relocation Program helped Indians move to cities, but many had trouble adapting to urban life. The “other America” today Despite government efforts, poverty is still a significant problem in the United States. About 37 million Americans lived in poverty in 2005. Today’s poor are younger and more diverse than those of the past. They are also more visible in society.

76 The civil rights movement inspired many Americans to stand up for their rights. During the 1960s and 1970s, various groups sought equal treatment under the law and in society. Women The National Organization for Women (NOW) and other feminist groups worked for women’s rights. They wanted reforms to ensure greater equality and opportunity for women. Latinos Various groups of Latinos struggled for their rights and identity in American society. The United Farm Workers (UFW) organized migrant farmworkers and helped increase their wages and benefits. The 1968 Bilingual Education Act required public schools to provide bilingual instruction. American Indians The American Indian Movement (AIM) protested unfair treatment of American Indians. By the mid-1970s, some tribes had won payment for lost lands. Asian Americans Asian American students asked for university programs in ethnic studies. The Japanese Americans Citizens League (JACL) sought compensation for internment during World War II. Other groups Disabled Americans fought for equal access and won passage of the Americans with Disabilities Act. After the Stonewall riots, gay Americans gained greater visibility in their fight for equal rights. Older Americans countered ageism by working through such groups as the Gray Panthers. Ch. 47: The Widening Struggle Why and how did the civil rights movement expand ?

77 Ch. 50: The Emergence of a Counterculture What was the impact of a counterculture on American society? Members of the counterculture valued individual freedom and expression over materialism. Their values created a generation gap between themselves and older, mainstream Americans. The New Left Politically active college students formed a movement known as the New Left. In 1964, the Free Speech Movement challenged the University of California at Berkeley. Hippies Members of the counterculture, known as hippies, believed in peace, love, and individual freedom. They shunned the Establishment and its materialistic values. Sexual revolution As living together before marriage and getting divorced became more accepted in the 1960s, the divorce rate went up, as did the number of children living with a single parent. Drug use Casual attitudes toward the use of illegal drugs shocked mainstream America. Rock ’n’ roll Psychedelic rock combined musical styles with light shows to create vivid experiences. The music festival Woodstock drew media attention to the counterculture. Impact of the counterculture The media introduced countercultural values to mainstream America through television and radio, as well as art, music, and theater.

78 Ch. 55: Politics and Society in the “Me Decade” How should historians characterize the 1970s? During the 1970s, the U.S. economy suffered from stagflation as the nation faced a number of crises. The decade was also a time of changing views about everything from the environment and ethnicity to retirement and gender equality. Organization of Petroleum Exporting Countries A major cause of inflation was OPEC’s decision to raise the price of oil. This led to rising prices for many goods. National Energy Act In 1978, Congress tried to reduce U.S. dependence on imported oil. The National Energy Act offered incentives for conserving energy or using alternative energy sources. Camp David Accords In 1978, Jimmy Carter brokered a peace agreement between Israel and Egypt. The Camp David Accords ended the long state of war between these two countries. Earth Day The first Earth Day celebration in 1970 signaled the emergence of a new environmental movement. Followers worked to clean up and protect the environment locally and globally. Congress passed antipollution laws such as the Clean Water Act and the Safe Drinking Water Act. Three Mile Island accident An accident at the Three Mile Island Nuclear Generating Station in 1978 highlighted the potential dangers of nuclear energy. Searching for meaning During the 1970s, many Americans turned inward to search for meaning. Some explored self-help movements, others new religions, and others their ethnic identity. Population changes Fewer births and longer life expectancies led to an aging of the U.S. population. The population also shifted south, as people migrated from the Rustbelt to the Sunbelt. Gender equality Women worked to gain greater equality in the workplace and politics. In growing numbers, women entered professions that had once been dominated by males.

79 Chapter 24, Americans p. 792-827 An Age of LimitsAmericans Responses will vary but should include points similar to the following: 1. Nixon reversed past U.S. policy by opening relations with Communist China and pursued more friendly relations with the Soviet Union. 2. The cover-up of Watergate represented the president’s effort to block investigations, thus trying to put himself above the law. 3. Ford tried to end inflation with energy conservation and higher interest rates. Carter tried to use voluntary price freezes and spending cuts. 4. The debate over environmental laws focus on the need for economic development and for protection of natural resources.

80 Chapter 24 Americans, p. 792-827 An Age of LimitsAlive! P. 697-707 1. How did Nixon ease Cold War tensions? Nixon reversed past U.S. policy by opening relations with Communist China and pursued more friendly relations with the Soviet Union.

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82 Chapter 24 Americans, p. 792-827 An Age of Limits 3. How did Ford and Carter try to fix economic problems, and why didn’t their plans work? Ford tried to end inflation with energy conservation and higher interest rates. Carter tried to use voluntary price freezes and spending cuts.

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84 Ch. 53: Getting Out of Vietnam What lessons for Americans emerged from the Vietnam War? In 1969, President Nixon began withdrawing U.S. troops from Vietnam, but the war continued throughout his time in office. He carried on peace talks with the North Vietnamese but also ordered massive bombing of North Vietnam, Cambodia, and Laos. He faced ongoing protests from the antiwar movement and criticism from Congress. In 1973, the last U.S. combat forces came home. North Vietnam swept to victory over the South in 1975. Vietnamization Nixon’s Vietnamization of the war allowed for the withdrawal of U.S. troops and prepared South Vietnam to take over responsibility for the war. My Lai massacre In 1968, U.S. soldiers slaughtered hundreds of Vietnamese civilians in the village of My Lai. Reports of the massacre shocked Americans and increased antiwar protests. Kent State shootings The invasion of Cambodia in April 1970 sparked an increase in antiwar protests. The most violent one occurred the following month at Kent State University in Ohio, where National Guard troops fired into an angry crowd, killing four students. War Powers Resolution Congress reacted to Nixon’s activities in Cambodia by passing the War Powers Resolution. This resolution limits a president’s ability to send armed forces into combat. Pentagon Papers In 1971, Daniel Ellsberg leaked to the press a top-secret study of the U.S. role in Indochina. This study, the Pentagon Papers, revealed secrecy and deceit on the part of U.S. presidents. Boat people The North Vietnamese defeated South Vietnam and took control in 1975. This prompted an exodus of refugees from Indochina, many of whom fled by boat.

85 Ch. 54: The Rise and Fall of Richard Nixon What events influenced Richard Nixon’s rise to and fall from power? Richard Nixon won the presidency in 1968. While in office, he made strides toward easing the tensions of the Cold War. He also saw many of his domestic policies enacted. However, scandal forced him to resign in disgrace in 1974. New Federalism Nixon came into office determined to revive federalism. He hoped to reduce the power of the federal government and return power to the states. Revenue sharing, central to his plan, allowed state and local governments to spend tax revenues as they saw fit. Occupational Safety and Health Administration Despite his promise to shrink the federal government, Nixon created OSHA, which works to improve health and safety in the workplace. Environmental Protection Agency Another new agency, the EPA, was created to protect Americans’ health and the natural environment. Energy crisis Nixon tried to revive a stagnant economy with increased spending while fighting inflation with wage and price controls. However, an energy crisis made a bad situation worse. Détente Nixon tried to encourage détente, or a relaxation of Cold War tensions. In 1972, he visited both communist China and the Soviet Union. Strategic Arms Limitation Treaty In 1972, Nixon and Soviet leader Leonid Brezhnev signed SALT I, the first superpower treaty to place limits on the arms race. Watergate scandal In 1972, burglars broke into Democratic headquarters in the Watergate building. The scandal over the cover-up that followed the break-in led to Richard Nixon’s resignation in 1974.

86 Ch. 55: Politics and Society in the “Me Decade” How should historians characterize the 1970s? During the 1970s, the U.S. economy suffered from stagflation as the nation faced a number of crises. The decade was also a time of changing views about everything from the environment and ethnicity to retirement and gender equality. Organization of Petroleum Exporting Countries A major cause of inflation was OPEC’s decision to raise the price of oil. This led to rising prices for many goods. National Energy Act In 1978, Congress tried to reduce U.S. dependence on imported oil. The National Energy Act offered incentives for conserving energy or using alternative energy sources. Camp David Accords In 1978, Jimmy Carter brokered a peace agreement between Israel and Egypt. The Camp David Accords ended the long state of war between these two countries. Earth Day The first Earth Day celebration in 1970 signaled the emergence of a new environmental movement. Followers worked to clean up and protect the environment locally and globally. Congress passed antipollution laws such as the Clean Water Act and the Safe Drinking Water Act. Three Mile Island accident An accident at the Three Mile Island Nuclear Generating Station in 1978 highlighted the potential dangers of nuclear energy. Searching for meaning During the 1970s, many Americans turned inward to search for meaning. Some explored self-help movements, others new religions, and others their ethnic identity. Population changes Fewer births and longer life expectancies led to an aging of the U.S. population. The population also shifted south, as people migrated from the Rustbelt to the Sunbelt. Gender equality Women worked to gain greater equality in the workplace and politics. In growing numbers, women entered professions that had once been dominated by males.


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