The 1960s: A Decade of Change

History-Social Science Content Standards for California Public Schools - Grade 11

This 1960s decade project covers a wide variety of California's content standards for 11th grade US History, as well as many National Educational Technology Standards.  All are outlined below but depending on the student's chosen topic, standards covered will vary by student:

11.8 Students analyze the economic boom and social transformation of post–World War II America.

1.  Trace the growth of service sector, white collar, and professional sector jobs in business and government.
2.  Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
5.  Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.
7.  Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.
8.  Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).

11.9 Students analyze U.S. foreign policy since World War II.

1.  Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.
2.  Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
3.  Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
      • The Bay of Pigs invasion and the Cuban Missile Crisis
      • Atomic testing in the American West, the “mutual assured destruction” doctrine, and disarmament policies
     • The Vietnam War
     • Latin American policy
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).
7.  Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.

11.10 Students analyze the development of federal civil rights and voting rights.

3.  Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
4.  Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.
5.  Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
6.  Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
7.  Analyze the women’s rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.

11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.

1.  Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.
2.  Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).
3.  Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.
5.  Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.
6.  Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.
7.  Explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

National Educational Technology Standards:

1.a.3  Students collaborate in teams to illustrate contentrelated concepts integrating a variety of media  e.g., print, audio, video, graphic, probes, simulations, models) with presentation, word processing, publishing, database, graphics design software, or spreadsheet applications.

1.a.4  Students routinely apply touch typing techniques with advanced facility, accuracy, speed, and efficiency as they complete their assignments.

3.a  Students understand and apply advanced software features such as templates and styles to improve the appearance of word processing documents, spreadsheets, and presentations and to provide evidence of learning, productivity, and creativity.

3.b  Students analyze a plan and procedures for development of a multimedia product (e.g., model, presentation, publication, other creative work, webcast), and identify authoring tools, other hardware and software resources, research, and team personnel needed to plan, create, and edit.

4.a  Students plan and implement collaborative projects (with peers, experts, or other audiences) using advanced telecommunications tools (e.g., groupware, interactive Web sites, simulations, joint data collection, videoconferencing) to support curriculum concepts or benefit the local, regional, or global community.

4.b  Students know how to use a variety of media and formats to design, develop, publish, and present products, (e.g., presentations, newsletters, Web sites) that incorporate information from the curriculum and communicate original ideas to multiple audiences.

5.b  Students formulate ahypothesis or research question on a curriculum topic they choose; and design, create, and populate a database to process data and report results.

5.c  Students formulate a hypothesis or research question and select and use appropriate information and communication technology tools and resources for collecting and analyzing information and reporting results to multiple audiences.