ALEX Lesson Plan


The 1960s: A Time of Contrast, Change, and Controversy

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  This lesson provided by:  
Author:Vickie Looser
System: Lanett City
School: Lanett Senior High School
  General Lesson Information  
Lesson Plan ID: 13373


The 1960s: A Time of Contrast, Change, and Controversy


This lesson explores the 1960s and the contrasts, changes, and controversies that occurred during the period. The teacher will present an overview of the cultural and social aspects of the period. Students will choose a person, event, or area involved in the decade. Each student will research his/her topic and present the research in a brochure, flyer, newsletter, or powerpoint presentation using the appropriate technology.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
4 ) Utilize advanced features of word processing software, including outlining, tracking changes, hyperlinking, and mail merging.

Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
6 ) Utilize advanced features of multimedia software, including image, video, and audio editing.

Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
9 ) Practice ethical and legal use of technology systems and digital content.

•  Explaining consequences of illegal and unethical use of technology systems and digital content
Examples: cyberbullying, plagiarism

•  Interpreting copyright laws and policies with regard to ownership and use of digital content
•  Citing sources of digital content using a style manual
Examples: Modern Language Association (MLA), American Psychological Association (APA)

Technology Education
TC2 (2009)
Grade: 9-12
Computer Applications
11 ) Critique digital content for validity, accuracy, bias, currency, and relevance.

Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
15 ) Describe changing social and cultural conditions in the United States during the 1950s, 1960s, and 1970s. [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

Examples: economic impact on the culture, feminist movement, recession, Arab oil embargo, technical revolution

Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence of Student Attainment:
  • Summarize the changing social and cultural conditions in the United States during the 1950s, 1960s, and 1970s.
Teacher Vocabulary:
  • feminist
  • movement
  • embargo
  • environmentalism
  • counterculture
Students know:
  • The conditions that were conducive to the creation of social and cultural movements during the 1950s-1970s, including the feminist movement, technical revolution, Chicano movement, Women's Movement, American Indian Movement, environmentalism, and the counterculture movement.
  • Social and cultural movements in the United States of the 1950s-1970s.
Students are able to:
  • Integrate and evaluate multiple sources of information presented in diverse formats and media.
  • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
  • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
Students understand that:
  • The social and cultural conditions in the United States during 1950s, 1960, and 1970s changed significantly.

Local/National Standards:

2004 Social Studies Course of Study: Describe the women's, Hispanic, and Native-American movements and their impact on the United States during the 1960s. Describing changing conditions in the United States during the 1960s that were influenced by music and cultural and environmental concerns. Technology Standards: 17. Cite electronic sources properly. 23. Apply appropriate techniques for producing word processing documents. 29. Apply appropriate techniques for producing multimedia products. 33. Demonstrate proficiency in presenting digital information 35. Use appropriate on-line resources for researh. 36. Identify useful information from a search. 37. Take notes and paraphrase from a search.

Primary Learning Objective(s):

Students will be able to: Describe the problems and barriers faced by Latinos, Native Americans, African Americans, and women in the 1960s. Analyze the impact and gains of the feminine and minority movements in the 1960s. Identify the ideals and lifestyles of the counterculture movement of the 1960s. Describe the impact of the counterculture movement on young people in the 1960s.

Additional Learning Objective(s):

Students will be able to: Interpret copyright laws and policies and use them correctly. Research a topic using a variety of print and electronic sources. Cite electronic and print sources properly. Produce documents using word processing programs. Develop a powerpoint presentation, newsletter, flyer, or brochure using the appropriate technology.

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

U. S. History textbook, paper, pen or pencil, print and electronic research resources

Technology Resources Needed:

Computer with the capabilities for desktop publishing, multimedia presentations, Internet web browser, and word processing Television with computer-television hook-up


Students should have basic knowledge of word processing and research techniques.

1.)The teacher will present an overview of the decade with a lecture or a power point presentation (attachment). This will allow the students to understand the entire decade and its effects on the lives of women, minorities (Hispanics, Native Americans, and African-Americans), and youth. The counterculture and its impact on the nation's youth, fashion, culture, and music will be discussed.

2.)The teacher will review proper research techniques, citing techniques, and copyright laws and policies.

3.)Students will research a topic of their choice. They may choose a person, event, group to research. They will use the research sheets (atttachment) to conduct their research. They may use a combination of print and electronic sources.

4.)Students will present the results of their research in a newsletter, brochure, flyer, or power point presentation. Sources must be properly documented.

5.)Students will present their research projects to the class. They will discuss their topic and relate it to the contrasts, conflict, and changes of the 1960s.

6.)Students will watch one television show or listen to musical recordings of the 1960s. They will write an essay that relates how the show or recordings represent contrast, conflict, and change during the period.

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Assessment Strategies

Students may be assessed in a variety of ways: teacher made tests, presentations (computer, paper, and oral).


Students may choose more than one topic and contrast the findings on the topics and their role or impact on the 1960s.


Students may be more closely monitored to insure progress and that they have a sufficient skill level for the assignments. If they do not have the skills, the teacher should provide more intensive assistance for the student. Also, the students may form groups and work together to meet the objectives of the assignment.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.