unit 7 resources - matthew pratt assistant...

Unit 7 Resources

Unit 7 Map Overlay Transparencies Cause-and-Effect Transparency 7

Use the following tools to easily assess student learning in a variety of ways:

• Performance Assessment •Activities and Rubrics • Interactive Tutor Self-Assessment CD-ROM

• Chapter and Unit Tests • MindJogger Videoquiz• Section Quizzes • ExamView® Pro Testmaker CD-ROM• Standardized Test Practice Workbook • SAT I/II Test Practice

•The American Republic Since 1877Visit the American Republic Since 1877 Web site for historyoverviews, activities, assessments, and updated charts andgraphs.• www.socialstudies.glencoe.comGlencoe Social StudiesVisit the Glencoe Web site for social studies activities,updates, and links to other sites.• www.teachingtoday.glencoe.comGlencoe Teaching TodayVisit the new Glencoe Web site for teacher developmentinformation, teaching tips, Web resources, and educationalnews.• www.time.comTIME OnlineVisit the TIME Web site for up-to-date news and specialreports.

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES

CAUSE-AND-EFFECT TRANSPARENCY 7

Copyright © by The McGraw-Hill Companies, Inc.

EffectsCausesU.S. reacts against communism

Students react against Vietnam War and materialism

African Americans react against segregation

Civil Rights MovementViolence in BirminghamBlack Power

Feminist MovementUnited Farm Workers Native American Protests

Environmentalism

Antiwar Protests Student Counterculture

Cuban Missile CrisisVietnam War

Other minority groupsreact against injustice

Citizens react against pollution

A Time of UpheavalAAAAA TimeTimeTimeTimeTime of of ofof of UpheavalUpheavalUpheavalUpheavaUpheavaCopyright © by The McGraw-Hill Companies, Inc.

Map Transparency 77

Woman Suffrage and the Equal Rights Amendment

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SUGGESTED PACING CHARTSUGGESTED PACING CHARTUnit 7(1 Day)

Day 1Introduction

Chapter 23(4 Days)

Day 1Chapter 23 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Chapter 23Assessment

Chapter 24(4 Days)

Day 1Chapter 24 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Chapter 24Assessment

Chapter 25 (5 Days)

Day 1Chapter 25 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 25Assessment

Chapter 26 (5 Days)

Day 1Chapter 26 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 26Assessment

Unit 7 (2 Days)

Day 1Wrap-Up/Project Day 2Unit 7 Assessment

http://tx.tarvol2.glencoe.com


http://www.socialstudies.glencoe.com

http://www.teachingtoday.glencoe.com

http://www.time.com

Unit 7 ResourcesASSESSMENT

B I B L I O G R A P H Y

Readings for the StudentSturkey, Marion F. Bonnie-Sue: A MarineCorps Helicopter Squadron in Vietnam.Heritage Press International, 2000.

Readings for the TeacherPolsgrove, Carol. Divided Minds:Intellectuals and the Civil RightsMovement. W.W. Norton & Company, 2001.

Multimedia ResourcesVideocassette. America and the WorldSince World War II, 1961–1975. Volume IIIABC News. (52 minutes)

Additional Glencoe Resources for This Unit:

Glencoe Skillbuilder InteractiveWorkbook CD-ROM, Level 2Social Studies Guide to Using the InternetWriter’s Guidebook for High SchoolLiving ConstitutionAmerican Art Prints Strategies and Activities

Unit 7 PosttestsUnit 7 Pretests

The American Republic 1

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. young person of the 1960s counterculture

2. doctrine that allowed segregation as long as equivalentfacilities were provided for African Americans

3. Nation of Islam

4. the way in which states draw political districts based onchanges in population

5. chemical that killed insects and the birds that ate them

6. provision in the Fourteenth Amendment that ensures thatall people are treated the same by the court system

7. militant African American group

8. chemical that strips leaves from trees and shrubs

9. guerrilla army organized by Ho Chi Minh

10. soldier whose fate was undetermined

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter in the blank. (4 points each)

11. President Kennedy’s goal in the space race with the Soviet Union was forthe United States to be the first toA. put a man into space. C. put a space station into orbit.B. put a man into orbit. D. land a man on the moon.

12. The purpose of the Bay of Pigs invasion was to A. support Fidel Castro’s rebels, who were trying to overthrow a corrupt government.B. spark an uprising against Fidel Castro in Cuba.C. force the Soviets to remove their missiles from Cuba.D. take over Cuba and make it an American protectorate.

13. Rosa Parks was arrested forA. trying to register to vote.B. drinking from a whites-only water fountain.C. refusing to give her bus seat to a white man.D. trying to register to enter an all-white school.

14. Civil rights activists tried to integrate restaurants by usingA. protest marches. C. sit-ins.B. boycotts. D. threats.

Name �� Date �� Class ��

Score★ ScoreUnit 7 Pretest, Form A

(continued)

A Time of Upheaval

Column B

A. Black Panthers

B. Vietcong

C. due process

D. MIA

E. Agent Orange

F. separate-but-equal

G. Black Muslims

H. hippie

I. reapportionment

J. DDT

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Column A

1. part of the Educational Amendments that prohibiteddiscrimination against girls and young women in federallyfunded schools

2. site of Dr. Martin Luther King, Jr.’s, assassination

3. site of successful bus boycott

4. schools could use race but not quotas for determiningadmissions

5. popular destination for members of the counterculture

6. part of the Civil Rights Act of 1964 that became the decisivelegal basis for advances by the women’s movement

7. site of a huge rock festival in 1969

8. resulted because many Americans watched nightlytelevised news reports about the Vietnam War

9. segregation in public schools is unconstitutional

10. people who wanted the United States to withdraw fromVietnam


11. A key to Kennedy’s defeat of Nixon in 1960 wasA. Nixon’s “Checkers speech.” C. Kennedy’s religion.B. the televised debates. D. reapportionment.

12. To make sure that everyone in the court system receives equal treatment,the Fourteenth Amendment requiresA. trial by jury. C. habeas corpus.B. due process. D. all people on trial to have a lawyer.

13. In the agreement ending the Cuban missile crisis, Khrushchev promisedto remove Soviet missiles from Cuba in exchange for Kennedy’s publicpromiseA. not to invade Cuba.B. to stop testing nuclear weapons in the atmosphere.C. to remove American missiles from China on the Soviet border.D. to remove American missiles from Alaska near the Soviet Union.


Score★ ScoreUnit 7 Posttest, Form A

(continued)

A Time of Upheaval

Column B

A. Montgomery,Alabama

B. credibility gap

C. Brown v. Board of Education

D. Title IX

E. Woodstock

F. Memphis,Tennessee

G. doves

H. Haight-Ashbury

I. Title VII

J. University ofCalifornia Regentsv. Bakke

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTAmerican Biography 7 History Simulation and

Problem Solving 7

NAME _________________________________DATE ______________________CLASS _______________________

AMERICAN BIOGRAPHY 55

LUIS MUÑOZ MARÍN 1898–1980

Two months after Luis Muñoz Marín was born,the United States took control of Puerto Rico fromSpain during the Spanish-American War. Reconcilingthe interests of the Caribbean island with those ofthe United States became the lifelong task of theman who would emerge as Puerto Rico’s foremostpolitical leader.

Luis Muñoz Marín spent much of his youth in theUnited States, where his father served as PuertoRico’s resident commissioner—a nonvoting memberof the House of Representatives. He was educated inAmerican schools and attended law school, but hedid not graduate. His poetry and articles on LatinAmerican culture were published in manymagazines.

Throughout the 1920s Marín divided his timebetween the United States and Puerto Rico, but in1931 he went back to his native island to stay. He took an active role in politics, supporting socialismand independence from the United States. Elected tothe Puerto Rican senate in 1932, he became one of themost popular politicians on the island. In part, he

owed his popularity to the fact that he obtainedmillions of dollars in New Deal grants to help PuertoRican peasants devastated by the Depression.

By the late 1930s, Luis Muñoz Marín had foundedthe Popular Democratic party.With the slogan“Bread, Land, and Liberty,” he urged the poor not tosell their votes but rather to use their political powerto improve life for the many illiterate and joblessPuerto Ricans living in urban slums. He led his partyto victory in 1940.The following year Muñoz Marínworked with the United States appointed governor,Rexford Tugwell, to improve Puerto Rico’s economyby stimulating industry and agriculture.Theirpartnership proved so productive that Puerto Ricotripled its income between 1940 and 1950 andunemployment declined sharply. In 1947 PresidentTruman appointed Muñoz Marín the island’s firstnative-born governor, and the following year hebecame the island’s first elected governor. He wonreelection three times, retiring in 1964.

During his long service as governor of PuertoRico, Luis Muñoz Marín rejected demands forindependence on the one hand and statehood onthe other. Instead, he pushed for commonwealthstatus so that the island could have a permanentprotective relationship with the United Stateswithout losing its Hispanic identity. Such status wasofficially granted in 1952, but Marín faced acontinuing fight with extremists from both sides forthe rest of his political career.As late as 1978, at theage of 80 and with his health broken by a stroke,Luis Muñoz Marín came out of retirement tocampaign throughout Puerto Rico in support of thecommonwealth status.

At a GlanceLuis Muñoz Marín was Puerto Rico’s firstgovernor, initially appointed by President Trumanand later elected by his own people. Under hisleadership, Puerto Rico ended decades of extremepoverty. He also secured commonwealth statusfor Puerto Rico, which provided the advantages ofa close relationship with the United Stateswithout sacrificing the island’s Hispanic cultureand identity.

“Remember this:You can have justice, or youcan have two dollars. But you can’t have both.”—Luis Muñoz Marín, urging Puerto Rican peasants not tosell their votes to politicians

Reviewing the Biography Answer the following questions on a separate sheet ofpaper.

1. Remembering the Details How was the governor of Puerto Rico chosen in 1941?

2. Understanding Information What two alternative views of Puerto Ricangovernment did Marín reject?

Thinking Critically3. Making Comparisons Describe the potential differences for the people of Puerto

Rico between becoming an independent nation or remaining a commonwealth of theUnited States.

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Directions: In this simulation, you willstudy the ideas and beliefs of Dr. MartinLuther King, Jr., and other key civil rightsleaders of the 1960s and 1970s, their mes-sages, and their impact on the civil rightsmovement in America. To help you prepare,read the background information. Thenanswer the questions that follow.

BACKGROUND INFORMATIONIt has been said that many white

Americans first understood the U.S. civilrights movement only after hearing Dr.Martin Luther King, Jr.’s, “I Have a Dream”speech, delivered at the August 1963 Marchon Washington. During the 1960s and 1970s,however, a number of other American voic-es also rang out. Some, like ShirleyChisholm, advocated rights for women:

. . . when a young woman graduates from col-lege and starts looking for a job, she is likely tohave a frustrating and even demeaning experienceahead of her. If she walks into an office for aninterview, the first question she will be asked is,“Do you type?”

History Simulati ns and Problem Solving 7

César Chávez sought to better the plightof Hispanic farm workers:

When we are really honest with ourselves wemust admit that our lives are all that really belongto us. So, it is how we use our lives that deter-mines what kind of men we are. It is my deepestbelief that only by giving our lives do we find life.I am convinced that the truest act of courage, thestrongest act of manliness is to sacrifice ourselvesfor others in a totally non-violent struggle for jus-tice. To be a man is to suffer for others. God helpus to be men!

Vine Deloria, Jr., articulated a NativeAmerican view of history:

The Indian wars of the past should rightly beregarded as the first foreign wars of American his-tory. As the U.S. marched across the continent, itwas creating an empire by wars of foreign con-quest just as England and France were doing inIndia and Africa.

Leaders and activists such as these began to change American society duringthe 1960s and 1970s, making the nation amore equitable place for all of its citizens.

I Also Have a Dream

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

1. When and where did Martin LutherKing, Jr., deliver his famous “I Have aDream” speech?

2. In addition to African Americans, whatare some other groups that began togrow more politically active in theUnited States during the 1960s and1970s?

Simulation Sheet 1

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Economics and History Activity 7

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Economics and History Activity 7

InflationYou want to buy the new MegaPower

laptop computer. With the features youwant, it will cost $2,000. Wanting to avoidmaking the purchase with a credit card, youdecide to save for the laptop. It takes yousix months to save the $2,000. When youfinally do, you rush to the store to make thepurchase. The computer now costs $2,200,however. What has caused this priceincrease to happen? Inflation is the culprit.

WHAT IS INFLATION?Inflation is the prolonged rise in the gen-

eral price level of goods and services. Wheninflation occurs, the prices of goods andservices rise. Therefore, the purchasingpower of the dollar goes down. A dollar’spurchasing power is the real goods andservices that it can buy. In other words, adollar cannot buy the same amount as itdid before inflation.

The economy can usually adapt to grad-ually rising prices. If prices rise about 3

percent every year, for example, everyonecomes to expect and understand that.Unpredictable inflation, however, has adestabilizing effect on the economy.Beginning in the 1970s, a chief economicworry in the country has been inflation. For part of the decade of the 1970s, theUnited States had double-digit inflation,which meant that prices were increasingmore than 10 percent a year. For the entiredecade, the inflation rate was nearly 7 percent a year, as shown in the graph below.

WHAT CAUSES INFLATION?Not all economists agree on a single

explanation of why inflation occurs. Twocompeting ideas have developed: thedemand-pull theory (prices are pulled up by high demand) and the cost-push theory(prices are pushed up by high productioncosts and wages). According to the theoryof demand-pull inflation, prices rise as theresult of excessive business and consumerdemand. Money may become availablethrough such things as a tax cut, an increase

1990s 3%

1980s 5.4%

1970s 6.8%

1960s 2.3%

1950s 2%

0% 1% 2% 3% 4% 5% 6% 7% 8%

Inflation Rate

Average Inflation Rate by Decade:1950s–1990s

American Literature Reading 7

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A Time of Upheaval

INTRODUCTIONEvery period of American history has been filled with change. The years between 1954

and 1980 were no exception. After World War II, the nation struggled to put its social andpolitical ideals into practice while fighting new military wars overseas and social battles athome. The Civil Right Movement, the Women’s Movement, the Vietnam War, and studentunrest were only some of the highlights of this era.

from “Down at the Cross—Letter from a Region in my Mind”James Baldwin

GUIDED READING As you read, identify the emotions you feel and analyze how Baldwin bringsthem to the surface. Then answer the questions that follow.

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★American Literature Readings 7

Name Date Class

About the Selection James Baldwin (1924–1987) was one of the nation’smost important and prolific African American writers, with works spanning 40years and including short stories, a children’s book, novels, essays, and plays.Baldwin was born in poverty, grew up under the eye of a violent stepfather, andleft home at 17. In 1948 he left the United States for Paris and London where hewrote his first important work, Go Tell It on the Mountain. His writings includevivid and painful portrayals of racism in America.

★

The treatment accorded the Negro during theSecond World War marks, for me, a turning

point in the Negro’s relation to America. To put itbriefly, and somewhat too simply, a certain hopedied, a certain respect for white Americans faded.One began to pity them, or to hate them. You mustput yourself in the skin of a man who is wearing theuniform of his country, is a candidate for death in itsdefense, and who is called a “nigger” by his comrades-in-arms and his officers; who is almostalways given the hardest, ugliest, most menial workto do; who knows that the white G.I. has informedthe Europeans that he is subhuman (so much for theAmerican male’s sexual security); who does notdance at the U.S.O. the night white soldiers dance

there, and does not drink in the same bars white soldiers drink in; and who watches German prison-ers of war being treated by Americans with morehuman dignity than he has ever received at theirhands. And who, at the same time, as a humanbeing, is far freer in a strange land than he has everbeen at home. Home! The very word begins to havea despairing and diabolical ring. You must considerwhat happens to this citizen, after all he hasendured, when he returns—home: search, in hisshoes, for a job, for a place to live; ride, in his skin,on segregated buses; see, with his eyes, the signssaying “White” and “Colored,” and especially thesigns that say “White Ladies” and “Colored Women”;look into the eyes of his wife; look into the eyes of

(continued)

Team-Teaching InterdisciplinaryStrategies and Activities 7

GEOGRAPHYGEOGRAPHY INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIESGeography and HistoryActivity 7

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CARS AND PENCILS AROUND THE WORLDThe invention of the automobile and

mass production—followed by advances intechnology and communication—havechanged the way people think about theircommunities in relation to the world. Onehistorian said that by inventing the automo-bile, Henry Ford freed people from the limi-tations of their geography. The automobileindustry and other high-technology indus-tries have continued to “free people fromthe limitations of their geography” by con-tributing to the globalization of the world

economy. However, high-tech companiesare not the only global manufacturers. Evena familiar instrument that has been aroundfor more than 400 years—the pencil—ismanufactured through global cooperation.

The pencil industry is an internationalbusiness. A pencil may look like a simplestrip of lead enclosed in wood, but it ismanufactured using the most sophisticatedtechnological systems. Raw materials fromaround the world are used to manufacturepencils. (See Figure 1.) The finished productis then distributed to a global market.

GEOGRAPHY AND HISTORY ACTIVITY 7★

Natural Resources: Global Commodities

California

Mexico

Georgia

Brazil

Italy

Germany

Madagascar

MalaysiaSri Lanka

California

Mexico

Georgia

Brazil

Italy

Germany

Madagascar

MalaysiaSri Lanka

Wax from Brazilcoats the lead tohelp the pencil writemore smoothly andsharpen more easily.

The eraser is made from Italian pumice.Rubber from Malaysia holds the pumice together.

Incense cedar from trees in California surrounds the lead in a wooden pencil.

The lead is a mixture of graphite and clay. Graphite comes from Sri Lanka, Madagascar, and Mexico.The clay comes from Germany and Georgia.

Figure 1—Raw Materials Used to Manufacture Pencils

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Mural on building inDavenport, Iowa

A Time ofUpheaval

From a presidential assassination to massivegovernmental programs, from the Vietnam

War to the civil rights movement, thepost–World War II decades immensely

affected the lives of Americans. The nationstruggled to put its social and political ideals

into practice while fighting military wars over-seas and social wars at home. Understanding

how these events unfolded provides a windowto the world you live in today. The following

resources offer more information about thisperiod in American history.

Primary Sources LibrarySee pages 936–937 for primary source

readings to accompany Unit 7.

Use the American History PrimarySource Document Library CD-ROM to

find additional primary sources about thiseventful era.

Why It Matters

Poster from theMarch on Washington

1954–1980Unit OverviewUnit 7 describes the upheavalsthat occurred from 1954 to 1980.Chapter 23 explores the NewFrontier and the Great Society.Chapter 24 focuses on the civilrights movement. Chapter 25explores the Vietnam War.Chapter 26 discusses the politicsof protest.

Unit ObjectivesAfter studying this unit, students will be able to:1. Summarize Kennedy’s eco-

nomic policies.2. Discuss the changing role of

the federal government incivil rights enforcement.

3. Describe how PresidentJohnson deepened Americaninvolvement in Vietnam.

4. Describe the workplace con-cerns that fueled the growthof the women’s movement.

Why It Matters Activity

Have students interview someone whowas growing up or an adult in the late1960s and the 1970s. Interviews shouldcenter around finding out how this erainfluenced the United States today.Students should prepare a transcript ofthe interview. Ask for volunteers to shareinsightful portions of their transcripts asyou discuss the importance of this era tolife in America today.

TEAM TEACHING ACTIVITYMusic Have the music teacher share classic examples of the protest music that was popular in the1960s and 1970s. Have students examine the lyrics and pose questions to the teacher about whatparticular phrases mean. Have students compile a database of the new words they learn, alongwith their meanings. Encourage students to add to this database as they study this unit.

IntroducingUNIT 7

IntroducingUNIT 7

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If time does not permit teaching eachchapter in this unit, you may want touse the Reading Essentials andStudy Guide summaries.

Out of Time?

“What we won when all of ourpeople united . . . must not now

be lost in suspicion, distrust,selfishness, and politics. . . .”

—Lyndon Johnson, 1968

SERVICE-LEARNING PROJECTSERVICE-LEARNING PROJECTTell students that many Vietnam War veterans felt abandoned by American society. Unlike veteransof other wars, many Vietnam veterans did not return to a heroes’ welcome. They often tookprotests about the war to mean that their country did not value their sacrifices or that they haddone something wrong by serving. Have the class prepare a display honoring the Vietnam veteransliving in the local community. Arrange to have the display exhibited in a public location for thecommunity to enjoy.

Refer to Building Bridges: Connecting Classroom and Community through Service-Learning inSocial Studies from the National Council for the Social Studies for information about service-learning.

CD-ROMAmerican History Primary Source Document Library CD-ROM

Use the American History PrimarySource Document Library CD-ROMto access primary source documentsrelated to this period in history.

IntroducingUNIT 7

IntroducingUNIT 7

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More About the Photo

The social movements of the late1960s and the 1970s encouragedmany artists to paint murals on buildings, usually in inner-city neigh-borhoods and near freeways. AfricanAmericans and Hispanics createdmany of the murals that can be seenin cities across the nation. With morethan 1,500 murals on city walls, LosAngeles may be the “mural capital” ofthe United States.

Glencoe LiteratureLibrary

The following novel from the HighSchool American History LiteratureLibrary may be used to enrich thestudy of this unit:• And the Earth Did Not Devour

Him by Tomás Rivera

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Chapter 23 Resources

Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

Timesaving Tools

Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

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TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESWhy It Matters ChapterTransparency 23

Graphic Organizer 8


W hy It Matters 23Help for All Who Need It Chapter

Graphic Organizer 8: Table: PyramidCopyright © by The McGraw-Hill Companies, Inc.

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTEnrichment Activity 23

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The foreign policy of the United Statesand of President John F. Kennedy receivedone of its sternest tests on October 22, 1962.On that day, the Cuban missile crisis threat-ened to engulf the United States, the Soviet

★ Enrichment Activity 23 ★★

Union, and much of the world in the worstof all types of conflicts—a nuclear war. To resolve the crisis, two nations that werenormally enemies had to find a way tocooperate.

The Cuban Missile Crisis

★ ★

DIRECTIONS: Read the excerpt below from President Kennedy’s October 22, 1962, televisionaddress concerning the Cuban missile crisis. Then answer the questions that follow.

★ ★

This government, as promised, has maintained the closest surveillance of the Soviet military buildup onthe island of Cuba. Within the past week, unmistakable evidence has established the fact that a series ofoffensive missile sites is now in preparation on that imprisoned island. . . .

The characteristics of these new missile sites indicate two distinct types of installations. Several of theminclude medium-range ballistic missiles, . . . Each of these missiles . . . is capable of striking Washington,D.C., the Panama Canal, Cape Canaveral, Mexico City, or any other city in the southeastern part of theUnited States, in Central America, or in the Caribbean area.

Additional sites not yet completed appear to be designed for intermediate range ballistic missiles—capable of traveling more than twice as far—and thus capable of striking most of the major cities in theWestern Hemisphere. . . .

Acting, therefore, in the defense of our own security and of the entire Western Hemisphere, and underthe authority entrusted to me by the Constitution as endorsed by the resolution of the Congress, I havedirected that the following initial steps be taken immediately.

First: To halt this offensive buildup, a strict quarantine on all offensive military equipment under ship-ment to Cuba is being initiated. . . .

Second: I have directed the continued and increased close surveillance of Cuba and its military build-up. . . . Should these offensive military preparations continue, thus increasing the threat to the hemisphere,further action will be justified. . . .

Third: It shall be the policy of this nation to regard any nuclear missile launched from Cuba against anynation in the Western Hemisphere as an attack by the Soviet Union on the United States, requiring a fullretaliatory response upon the Soviet Union.

Fourth: As a necessary military precaution, I have reinforced our base at Guantanamo, . . .Fifth: We are calling tonight for an immediate meeting of the Organ of Consultation under the

Organization of American States, to consider this threat to hemispheric security . . .Sixth: Under the Charter of the United Nations, we are asking tonight that an emergency meeting of the

Security Council be convoked without delay to take action against this latest Soviet threat to world peace. . . .Seventh and finally: I call upon Chairman Khrushchev to halt and eliminate this clandestine, reckless,

and provocative threat to world peace and to stable relations between our two nations. . . .Our goal is not the victory of might, but the vindication of right—not peace at the expense of freedom,

but both peace and freedom, here in this hemisphere, and, we hope, around the world. God willing, thatgoal will be achieved.

Linking Past and PresentActivity 23

Throughout U.S. history, themedia have played a key role ina candidate’s success or failure.As candidates traveled the

country in the 1700s and 1800s, making as many per-sonal appearances as possible, newspaper reportersfollowed with pad and pencil to note important pointsfor their stories. Only the people within earshot couldget firsthand knowledge of the speech.

Later, radio evolved from its first station in 1920 toits first national network in 1926, the NationalBroadcasting Company. This development marked amajor change from the primarily local nature of news-papers. Now people all over the country could hearthe speech or story instantly. Franklin Roosevelt was amaster of this new medium. His “Fireside Chats”soothed the nation during the Great Depression.

Televisions became common in American livingrooms in the 1950s. Dwight Eisenhower was the firstto take advantage of TV’s potential for political adver-tising. Ike’s 1952 ads featuring lively music and shortclips from his speeches helped him defeat the blandAdlai Stevenson.

The 1960 Kennedy-Nixon debates marked a power-ful new role for TV in presidential politics. The imageof the young, energetic Kennedy next to the pale,nervous Nixon left an impression on the publicbeyond what either candidate said. Many historiansattribute Kennedy’s slim victory to the image he pro-jected in the debates.

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Linking Past and Present Activity 23

The Media and Presidential PoliticsToday the importance of tele-

vision to political success has ledcandidates to rely on mediaconsultants. These “handlers”

shape the image the candidates project to the publicthrough an overall campaign strategy, includingplanned television exposure.

One way to control image is through carefullyscripted responses to questions in televised debates.Another is TV spot ads. Usually 15 to 60 seconds, spotads are designed to establish name recognition andcreate a favorable association. Spot ads often usesound bites—short, catchy statements crafted to beeasy for voters to remember. In the 2000 campaign,candidates spent over $771 million for political ads.

Many candidates have broadened their TV expo-sure by appearing on network shows. On talk shows,they can converse in a relaxed forum withoutreporters asking tough questions. On MTV in 1993, Bill Clinton answered a viewer’s question about hispreferred style of underwear, endearing him to theyounger generation. Politicians have become TVcelebrities, like sports stars.

Now a new medium is beginning to impact poli-tics—the Internet. Its interactivity gives it an advantageover other news sources. Citizens can send informa-tion as well as receive it. By the 1996 campaign, allmajor candidates had Web sites. In the 2000 presiden-tial primaries, two states experimented with allowingcitizens to register and vote online. The parties evencollected contributions online.

N O W

CRITICAL THINKING

Directions: Answer the questions below on a separate sheet of paper.

1. Analyzing Information What are some ways that television has changed presidentialcampaigns, both positively and negatively, for voters and candidates?

2. Analyzing Information What are some benefits and drawbacks of political ads on TV?

3. Drawing Conclusions Should citizens be allowed to vote online for candidates and forlaws? Present some pros and cons of voting online.

Primary Source Reading 23

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Primary Source Reading 23-1 ★ ★ ★ ★ ★ ★

(continued)

October 16, a.m. MeetingArthur Lundahl [Director, National Photographic Interpretation Center]: This is

a result of the photography taken Sunday, sir.JFK: Yeah.Lundahl: There’s a medium-range ballistic missile launch site and two new

military encampments . . . in west-central Cuba.JFK: . . . How do you know this is a medium-range ballistic missile?Lundahl: The length, sir.JFK: Is it ready to be fired?Sidney Graybeal [Chief, Guided Missile Division, CIA]: No, sir.JFK: How long before it can be fired?Graybeal: That depends. . . .Robert Macnamara [Secretary of Defense]: . . . The question is one of readi-

ness . . . to fire and—and this is highly critical in forming our plans—that the time between today and the time when the readiness tofire capability develops is a very important thing.

October 16, p.m. MeetingJFK [to Marshall Carter, CIA Deputy Director]: Uh, General, how long would

you say we had before these, uh—at least to the best of your abilityfor the ones we know—will be ready to fire?

Carter: Well, our people estimate that these could be fully operationalwithin two weeks. Uh, this would be the total complex. If they’rethe oxygen type, uh, we have no—it would be considerably longersince we don’t have any indication of, uh, oxygen refueling therenor any radar.

JFK : There isn’t any question in your mind, however, that it is an intermediate-range missile?

The Cuban Missile CrisisAbout the SelectionThe transcript below begins on October

16, the first day of the Cuban Missile Crisis.From reading about the origins of WorldWar I, President Kennedy came to believethat most wars start through a series of smallmistakes and misunderstandings—at thetime each one does not appear so bad, buttogether they add up to disaster. Kennedywanted desperately to avoid making such a

★

Reader’s Dictionary

obviate: to make unnecessary

series of mistakes while responding to theSoviet arms buildup in Cuba.

GUIDED READING As you read, note how Khrushchev’s

public and private stances are different.Then answer the questions that follow.

★ ★

The following standards are highlighted in Chapter 23:Section 1 X Civic Ideals and Practices: A, C, FSection 2 VIII Science, Technology, and Society: A, B, C Section 3 VI Power, Authority, and Governance: A, B, C, H, I

Meeting NCSS Standards Local Standards

Time Line Activity 23

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John F. Kennedy’s PresidencyJohn F. Kennedy was inaugurated on January 20, 1961. In his inaugural speech,he said, “Ask not what your country can do for you—ask what you can do for

your country.” Kennedy followed his own directive—his first several months in office were busy.In March, he formed the Peace Corps, which sent young Americans to help underdevelopedcountries fight poverty. In May, he asked Congress for more than $22 billion to fund ProjectApollo, which aimed to land Americans on the moon by the end of the decade. In December,Kennedy appointed Eleanor Roosevelt as head of a Presidential Commission on the Status ofWomen. The commission’s goal was to protect women from sexual discrimination and encour-age equal pay.

One of the most prominent failures of JFK’s presidency took place during his first monthsin office. In April 1961, he authorized Cuban exiles to invade the Bay of Pigs on the south coastof Cuba. The invasion was intended to start an uprising among Cubans against Fidel Castro.The operation ended in failure when Castro’s forces surrounded the invaders. Kennedy acceptedfull responsibility for the failure.

In June 1961, Kennedy met with Soviet leader Nikita Khrushchev and reaffirmedAmerica’s involvement in West Berlin. As a result, the Soviets constructed the Berlin Wall,which separated East and West Berlin. Two years later, in June 1963, Kennedy visited West Berlinand denounced the wall and the Communist system.

In October 1962, Kennedy faced one of the greatest challenges of his presidency when U.S.intelligence discovered long-range Soviet missiles in Cuba. Kennedy ordered a naval blockadeand thus began a weeklong standoff in which both nations were brought to the brink of war.Kennedy and Khrushchev reached an agreement on October 28 that ended the Cuban MissileCrisis. In August 1963, Kennedy addressed the escalating threat of nuclear war by signing a lim-ited test ban treaty with Great Britain and the Soviet Union.

Kennedy’s presidency came to a tragic end on November 22, 1963, when he was shot andkilled while traveling in a motorcade in Dallas, Texas. The whole nation and the world mourned.

DIRECTIONS: Use the background information to complete a time line about Kennedy’s presidency.

Time Line Activity 23★

1961 1962 1963 1964

Critical Thinking SkillsActivity 23

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Name Date Class

LEARNING THE SKILLWhen you analyze information, you do more than focus on individual facts. You

look for the major points and try to understand those as well. Sometimes you mayneed to separate the information into more manageable elements so you can compre-hend it and form an opinion about it. The ability to analyze information helps youestablish positions on vital issues of the day.

Use the following guidelines to help you analyze information:

• Identify the topic that is being discussed.• Examine how the information is organized and determine the main points.• Summarize the information in your own words, then form an opinion about it

based on your understanding of the topic.

PRACTICING THE SKILLDIRECTIONS: Read the excerpt below from Lyndon Johnson’s “Great Society” speech (May 1964) and the statements that follow. Mark T if the statement is true; mark F if thestatement is false. In the space provided, explain why each false statement is false.

. . . Your imagination, your initiative, and your indignation will determine whether we build asociety where progress is the servant of our needs, or a society where old values and new visionsare buried under unbridled [unchecked] growth. For in your time we have the opportunity to movenot only toward the rich society and the powerful society, but upward to the Great Society.

. . . The Great Society is a place where every child can find knowledge to enrich his mind and toenlarge his talents. It is a place where leisure is a welcome chance to build and reflect, not a fearedcause of boredom and restlessness. It is a place where the city of man serves not only the needs ofthe body and the demands of commerce but the desire for beauty and the hunger for community.

It is a place where man can renew contact with nature. It is a place which honors creation for itsown sake and for what it adds to the understanding of the race. It is a place where men are moreconcerned with the quality of their goals than the quantity of their goods.

1. In the Great Society, old values should be replaced by new visions.

2. Private, gated communities would be welcome in the Great Society.

3. Leisure time in the Great Society is welcome and encouraged.

4. Wealth and riches are considered bad things in the Great Society.

5. An abundance of consumer goods is a hallmark of Johnson’s Great Society.

Critical Thinking Skills Activity 23 Analyzing Information

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTReteaching Activity 23

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The New Frontier and the Great Society, 1961–1968

President Kennedy proclaimed the 1960s the decade of a New Frontier. President Johnsonlater promoted his Great Society agenda. Both presidents, aided by the activist Warren Court,sought to build a better society for all. The Cold War overshadowed both presidents as eachstrived to contain the communist revolutions that were occurring throughout the world.

DIRECTIONS: Indicate on the left blank whether each of the following landmark events orprograms occurred during the Kennedy or Johnson administration. Then briefly describeeach event’s or program’s significance.

1. Peace Corps:

2. Reynolds v. Sims:

3. Medicare/Medicaid:

4. Alliance for Progress:

5. War on Poverty:

6. Miranda v. Arizona:

7. Project Head Start:

8. Cuban Missile Crisis:

9. Department of Housing and Urban Development:

10. Critical Thinking We continue to wage the war on poverty. In your opinion, who canbest solve the problem of poverty: big government, community-based charities, or indi-viduals themselves? What strategies best alleviate the problem?

Name Date Class

Reteaching Activity 23★

Vocabulary Activity 23

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Name Date Class

The New Frontier and the Great Society, 1961–1968

DIRECTIONS: Choose the term that best completes each sentence. Write the correct term in thespace provided. Then answer the question at the bottom of the page.

reapportionment consensus war on poverty space race

Warren Commission due process missile gap Peace Corps

flexible response

1. President Kennedy believed the United States should prepare for aby building up conventional troops and weapons to allow for a

limited war without nuclear weapons.

2. President Johnson used many tactics to build a , or general agree-ment, by persuading others to back his ideas.

3. President Kennedy voiced his concern about a suspected —thebelief that the Soviet Union had more nuclear weapons than the United States.

4. Johnson used his presidency to declare a , which was an anti-poverty program.

5. One of the Warren Court’s most important decisions concerned ,or the method states use to draw up political districts based on changes in population.

6. The Cold War competition between the United States and the Soviet Union over domi-nance of space exploration was referred to as the .

7. The judicial requirement of states that laws may not treat indi-viduals unfairly and courts must follow proper procedures and rules when trying cases.

8. The is an organization that sends young Americans to performhumanitarian services in less developed countries to help them fight poverty.

9. The investigated the assassination of President Kennedy andconcluded that Lee Harvey Oswald was the lone assassin.

10. Briefly explain some of the ideas of Johnson’s Great Society using the following terms:Medicare, Medicaid, and Head Start.

Vocabulary Activity 23★

716B


The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

SPANISH RESOURCESSPANISH RESOURCES

HISTORY

Use our Web site for additional resources. All essential content is cov-ered in the Student Edition.

You and your students can visit , the Web sitecompanion to the American Republic Since 1877. This innovativeintegration of electronic and print media offers your students a wealthof opportunities. The student text directs students to the Web site forthe following options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

The following videotape programs are available from Glencoe as supplements to Chapter 23:

• John F. Kennedy: A Personal Story (ISBN 0-76-700010-2)• Lyndon Johnson: Triumph and Tragedy (ISBN 0-76-700109-5)• Bay of Pigs Cuban Missile Crisis (ISBN 0-76-701199-6)• Malcolm X: A Search for Identity (ISBN 1-56-501674-2)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

ASSESSMENT AND EVALUATION

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Documents Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks™ CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2The American Republic Since 1877 Video ProgramAmerican Music: Hits Through HistoryAmerican Music: Cultural Traditions

MULTIMEDIAMULTIMEDIA


Chapter 23 Test Form B

Chapter 23 Test Form A

ExamView® Pro Testmaker CD-ROM

Standardized Test PracticeWorkbook Activity 23

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DIRECTIONS: Matching Match the Great Society programs in the diagram to thedescriptions of them in Column A. Write the letters from the diagram in the blanksprovided. (4 points each)

Column A

1. government-sponsored health care for people living belowthe poverty line

2. preschool program for the disadvantaged

3. government-funded health insurance for the elderly

4. put young people to work in poor neighborhoods

5. provided college preparation for low-income teenagers

6. helped young unemployed people find jobs


Column A

7. first African American to serve in a cabinet

8. director of the Women’s Bureau of the Department ofLabor in the Kennedy Administration

9. Chief Justice of the Supreme Court

10. first astronaut to step on the moon


11. In the 1960 presidential campaign, television was used for the first time toA. report election results. C. advertise candidates.B. broadcast candidates’ speeches. D. poll voters.

12. The outcome of the 1960 presidential election was strongly influenced byA. Nixon’s “Checkers speech.” C. Kennedy’s stand on communism.B. the televised debates. D. reapportionment.

13. Kennedy’s legislative agenda was called theA. Great Society. C. Fair Deal.B. New Frontier. D. Square Deal.


Score★ ScoreChapter 23 Test, Form A

(continued)

The New Frontier and the Great Society

D

VISTA

EHeadStart

FUpwardBound

A

Medicare

B

Medicaid

CJob

Corps

Column B

A. Robert Weaver

B. Earl Warren

C. Esther Peterson

D. Neil Armstrong

Building a Great Society

11

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Column A

1. accused has the right to an attorney during policequestioning

2. desegregation of public accommodations established in theCivil Rights Act of 1964 is legal

3. congressional reapportionment must follow idea of “oneperson, one vote”

4. unlawfully seized evidence is inadmissible at trial

5. daily Bible reading in school banned

6. prohibiting the sale and use of birth control devicesviolated citizens’ constitutional right to privacy

7. celebrities may only sue the media for libel in certaincircumstances

8. nondenominational prayer in school banned

9. government may not ban interracial marriage

10. felony suspects are entitled to court-appointed attorney ifunable to afford one on their own


11. To soothe religious concerns during the campaign, Kennedy spoke insupport ofA. school prayer. C. teaching creationism in school.B. individual choice over prayer in D. separation of church and state.

school.

12. Kennedy was unable to pass many of his domestic programs becauseA. the Republicans held a large majority in the Senate.B. the Republicans held a large majority in the House of Representatives.C. Republicans controlled the most influential committees in Congress.D. many Democrats in Congress did not feel that he helped them win their seats.

13. In an effort to increase growth and create more jobs, Kennedy advocatedA. deficit spending. C. price controls.B. public works programs. D. raising taxes for the wealthiest

Americans.


Score★ ScoreChapter 23 Test, Form B

(continued)


Column B

A. Mapp v. Ohio

B. Loving v. Virginia

C. Engel v. Vitale

D. Griswold v.Connecticut

E. New York Times v. Sullivan

F. Escobedo v. Illinois

G. Abingdon SchoolDistrict v. Schempp

H. Gideon v.Wainwright

I. Reynolds v. Sims

J. Heart of AtlantaMotel v. UnitedStates

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Name __________________________________ Date ____________________ Class ____________

ACTIVITY 23Making Generalizations

Standardized Test Practice

Social Studies Objective: The student will analyze information by making generalizations.

A broad statement drawn from a group of facts about a topic is called a generalization. To bevalid, a generalization must be supported by evidence that is logical and factual. Learning to makegeneralizations will help you develop conclusions and identify trends. An example of a general-ization is “Only tall people play basketball well.” Can this be supported by facts? If not, it is not avalid generalization.

★ Practicing the SkillRead the paragraphs below, and then complete the activity that follows.

Soon after becoming president, Lyndon B.Johnson outlined a set of programs even moreambitious than John F. Kennedy’s New Frontier.He called his proposals the “Great Society.” In aspeech he explained his vision of America:

“In a land of great wealth, families must not live in hopeless poverty. In a land rich in harvest, children must not go hungry. . . . In a great land of learningand scholars, young people must be taughtto read and write.”

Johnson had acquired great skills as alegislator during his 26 years of congressionalexperience. He used this skill to persuadeCongress to launch programs that would makethe Great Society real.

In January 1964, President Johnson declared“an unconditional war on poverty in America.”The first part of his plan for a Great Societyconsisted of programs to help Americans wholived below the poverty line—the minimumincome needed to survive.

The Great Society

★ Learning to Make GeneralizationsUse the following guidelines to help you make generalizations.

• Collect facts about a topic.• Identify the relationships among the facts.

• Make a generalization that states arelationship and is consistent with most ofthe supporting facts.

Performance AssessmentActivities and Rubrics 23


Use with Chapter 23

One Person, One Vote

BACKGROUNDIn the election of 1960, Richard Nixon, the Republican candidate, ran against John

Kennedy, a Democrat. Richard Nixon, who was from California, was a Quaker whosefamily had often faced financial struggles. He was hardworking and serious and hada reputation as being tough on communism. Nixon, who had long been a member ofCongress, had served as vice president under Eisenhower and had easily won hisparty’s nomination for president. Kennedy, like Nixon, was a member of Congress.However, he had faced heavy competition in his race for the Democratic nomination.Kennedy was a World War II hero with a charismatic family who captured the imagi-nation of the American people. The 1960 campaign centered on the economy and theCold War with the Soviet Union. Both candidates promised to boost the economy andboth were determined to stop the forces of communism. The two men differed,though, on the best way to stop the Communists. Kennedy talked about a “missilegap” and the problems Americans would face if America found itself on the wrongside of the gap. Nixon thought Kennedy was being too pessimistic. Nixon thoughtAmerica was on the right track with the current administration. Another area of dif-ference between the two men was religion. Kennedy was Catholic, and the UnitedStates had never had a Catholic president. During the 1960 campaign, television wasused for the first time as a campaign tool. Both candidates spent much money ontelevision ads, and both television and radio broadcast the Kennedy/Nixon debates.Most agreed that Nixon looked uncomfortable on television. Kennedy, on the otherhand, came across as being at ease with the cameras, and he made a positive impacton the American viewers.

TASKAs part of your work with a civic organization, you have been asked to prepare a

voter’s guide to the 1960 presidential election. The guide will present an independentand impartial view of the two candidates. It will include information on each candi-date’s experience and his positions on domestic policy and foreign policy. Your guidemay also include proposed solutions to problems, or explanations of campaign slo-gans. The guide will be distributed for free in the weeks prior to the election.

AUDIENCEYour audience is people of voting age in your community.

PURPOSEThe purpose of the voter’s guide is to give the public objective information about

a candidate that will help them decide for whom to vote.

★

★

★

★

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★ Performance Assessment Activity 23


http://www.aande.com

http://www.historychannel.com

716C


SECTION 1The New Frontier1. Summarize Kennedy’s economic

policies.2. Explain why Congress often did not

support Kennedy’s proposals.

SECTION 2JFK and the Cold War1. Describe Kennedy’s plan for the

armed forces.2. Explain how the Cold War influenced

foreign aid and the space program.

SECTION 3The Great Society1. Explain what inspired Johnson’s

Great Society programs.2. Identify several specific health and

employment programs of theJohnson administration.

Assign the Chapter 23 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 23–1Daily Lecture and Discussion Notes 23–1Guided Reading Activity 23–1*Section Quiz 23–1*Reading Essentials and Study Guide 23–1Performance Assessment Activities andRubricsSupreme Court Case Studies

Reproducible Lesson Plan 23–2Daily Lecture and Discussion Notes 23–2Guided Reading Activity 23–2*Section Quiz 23–2*Reading Essentials and Study Guide 23–2Performance Assessment Activities andRubricsInterpreting Political Cartoons

Reproducible Lesson Plan 23–3Daily Lecture and Discussion Notes 23–3Guided Reading Activity 23–3*Section Quiz 23–3*Reading Essentials and Study Guide 23–3Performance Assessment Activities andRubrics

Daily Focus Skills Transparency 23–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 23–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 23–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMSkillbuilder Interactive Workbook, Level 2TeacherWorks™ CD-ROMVocabulary PuzzleMaker CD-ROMAudio Program

716D

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL


Teacher’s Corner

The following articles relate to this chapter.

• “I Dream a World: America’s Black Women,” August 1989• “National Trail to Recall Civil Rights Marches,” March 1994• “Philadelphia’s African Americans,” August 1990• “Selma to Montgomery: The Road to Equality,” February

2000

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE

To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344:

• PictureShow: Civil Rights (CD-ROM)• PicturePack: Civil Rights (Transparencies)

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• Historical Atlas of the United States (Atlas)• NGS PictureShow: Civil Rights (CD-ROM, Transparencies)

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

Joe NaumannFerguson-Florissant School DistrictSt. Louis, MO

U.S. Foreign Policy: Cold War Map and Time LineSelect 10 to 15 events that the U.S. reacted to or wasinvolved in during the Cold War. Students receive thelist of events and a blank map of the world or a partof the world if the events relate to only one region. Ifstudent map skills are weak, draw arrows to theplaces on the map and have the students write theplace-names next to the appropriate arrow. If you donot supply the dates of the events, students couldresearch that information.

Tell the students to arrange the list of events on atime line, allowing students to see the geographicaldimensions of the events as well as the sequence ofevents.

Consider expanding the project with a written assign-ment where students explain the connections amongevents or why the United States got involved in someplaces while choosing not to get involved in others atthat time.

From the Classroom of…

• American Music: Cultural Traditions• American Art & Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the High School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)

ADDITIONAL RESOURCES FROM GLENCOE

Activities that are suited to use within the blockscheduling framework are identified by:

http://www.nationalgeographic.com

716

The New Frontierand the Great Society

1961–1968

April 1961• Bay of Pigs invasion December 1961

• Presidential Commissionon the Status of Womencreated

1959• Cuban revolution

brings Castro topower

April 1961• Eichmann goes on

trial for crimesagainst Jews

June 1963• Kennedy visits

Berlin Wall

Why It MattersPresident John F. Kennedy urged Americans to work for progress and to stand firm against the

Soviets. Cold War tensions and the threat of nuclear war peaked during the Cuban missile crisis.Kennedy’s assassination changed the nation’s mood, but President Lyndon Johnson embraced

ambitious goals, including working toward the passage of major civil rights legislation anderadicating poverty.

The Impact TodayInitiatives introduced in this era remain a part of American society.

• Medicaid and Medicare legislation provides major health benefits for elderly andlow-income people.

• The Head Start program provides early educational opportunities for disadvantaged children.

The American Republic Since 1877 Video The Chapter 23 video, “A New Frontier: The Space Race,” explores the dramatic historyof the American space program.

▲

▼

▲ ▲

▲

▲

▼▼

October 1962• Cuban missile crisis

November 1963• Kennedy

assassinated;Lyndon Johnsonbecomes president

August 1961• Construction of

Berlin Wallbegins

▼

1960 1962 1964

Kennedy1961–1963

L. Johnson1963–1969

1964• South Africa’s

Nelson Mandelasentenced to life in prison

716

Why It Matters Activity

Contact your local Social SecurityAdministration office to obtain brochuresdescribing the Medicaid and Medicareprograms and benefits. Have studentsreview these brochures and provide abrief overview of these programs. Ask stu-dents why they think these programswere instituted. Students should evaluatetheir answers after they have completedthe chapter. US: 13E; ELA: Gr9/10/11:19B, 20B

IntroducingCHAPTER 23


Refer to Activity 23 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERRead aloud the following excerpt from President Kennedy’s Inaugural Address: “Let the word goforth from this time and place, to friend and foe alike, that the torch has been passed to a newgeneration of Americans born in this century, tempered by war, disciplined by a cold and bitterpeace.” Ask students to identify who the nation’s foes were at this time (primarily the SovietUnion), what war had influenced this generation (World War II), and what the “cold and bitterpeace” referred to (the Cold War). US: 6G; ELA: Gr9/10/11: 8D

MJ

The American RepublicSince 1877 Video ProgramTo learn more about the Americanspace program, have students view theChapter 23 video, “A New Frontier: TheSpace Race,” from the AmericanRepublic Since 1877 Video Program.

Available in DVD and VHS

MindJogger VideoquizUse the MindJogger Videoquiz to preview Chapter 23 content.

Available in VHS

717

President John F. Kennedy at his inaugural ball in 1961

▲

March 1968• Lyndon Johnson

announces that he willnot run for re-electionJuly 1965

• Congress establishesMedicare andMedicaid programs

▲ ▲

1966• Indira Gandhi becomes

prime minister of India

▼1968• Student riots

paralyze France

▼

1966 1968

October 1966• Fair Packaging and

Labeling Act passedHISTORY

Chapter OverviewVisit the American RepublicSince 1877 Web site at

and click on Chapter Overviews—Chapter 23 to preview chapterinformation.


717



Organizing Information Have students identify the important legislation and government pro-grams passed during the Kennedy and Johnson administrations by completing a graphic organizersimilar to the one below. US: 14D, 25D; ELA: Gr9/10/11: 7D

GRAPHIC ORGANIZER ACTIVITYGRAPHIC ORGANIZER ACTIVITY

Legislation and Government ProgramsKennedy Johnson

increase in minimum wage Economic Opportunity ActArea Redevelopment Act VISTAHousing Act Medicare and Medicaid


Tell students that to many Americansand people around the world, Johnand Jacqueline Kennedy representeda complete change in American poli-tics. The charismatic Kennedy wasyoung and energetic, and he was thefirst Catholic to be elected president.Ask students what other qualitiesattracted people to the Kennedys.

Ask students to select one of the itemson the United States time line to learnmore about. Have students write oneparagraph summarizing the event.Invite students to share their para-graphs with the class. US: 25D; ELA:Gr9: 7G; Gr10/11: 7F

HISTORY

Introduce students to chapter content and key terms by havingthem access the Chapter 23Overview at .tx.tarvol2.glencoe.com

http://www.glencoe.com/sec/socialstudies/ushistory/tar22003/tx/content.php4/719/1


The New Frontier

Main IdeaJohn F. Kennedy encountered bothsuccess and setbacks on the domesticfront.

Key Terms and Namesmissile gap, New Frontier, Earl Warren,reapportionment, due process

Reading StrategyCategorizing As you read about thepresidency of John F. Kennedy, completea graphic organizer similar to the onebelow by filling in the domesticsuccesses and setbacks of Kennedy’sadministration.

Reading Objectives • Summarize Kennedy’s economic

policies.• Explain why Congress often did not

support Kennedy’s proposals.

Section ThemeCivic Rights and Responsibilities TheSupreme Court made decisions that pro-tected individual rights, including the“one man, one vote” decision.

1960John Kennedy defeats RichardNixon for the presidency

718 CHAPTER 23 The New Frontier and the Great Society

On September 26, 1960, at 9:30 P.M. eastern standard time, streets all across theUnited States grew strangely still. An estimated 75 million people sat indoors, focusedon their television sets, where they saw two men standing behind lecterns. One wasJohn F. Kennedy, and the other was Richard M. Nixon.

For the first time, thanks to the wonders of television, two presidential candidateswere coming right into the nation’s living rooms to debate. Americans wereenthralled: “You hear each man directly,” observed one. “There’s nothing betweenyou and what he says,” added another. “You can see which man gets rattled easily.”

The man who seemed to get rattled easily was Nixon. Kennedy, the Democraticnominee, looked healthy, strong, and confident. Nixon, the Republicans’ choice, came

across as tired and frazzled. “He appeared ill,” one viewer commented. In fact, Nixon hadbeen ill recently. Kennedy had a glowing tan, while Nixon’s face was pale and drawn, shadowed by the stubble of a beard. As one observer noted, “Nixon’s eyes darted around, perspiration was clearly noticeable on his chin, and with the tight shots . . . these things were more obvious.”

—adapted from The Great Debate

1961Kennedy creates Presidential Commissionon the Status of Women

1962Supreme Court issuesBaker v. Carr ruling

1963Kennedy signs EqualPay Act for women

John F. Kennedy and RichardNixon in the 1960 debate

✦1962✦1961✦1960 ✦1963

Social Studies TAKS tested at Grades 10/11: Obj 1: US1B(11); Obj 5: WH25C(10), US24B(11)

Successes Setbacks

The Election of 1960The television debates of the 1960 presidential election had enormous impact. Following

the first debate, the media focused more strongly on the appearance of the candidates.Suddenly the whole country seemed to have become experts on makeup and tele-

718

1 FOCUSSection OverviewThis section focuses on thedomestic aspects of the Kennedyadministration.

CHAPTER 23Section 1, 718–723CHAPTER 23Section 1, 718–723

Project transparency and havestudents answer the question.

Available as a blackline master.

Interpreting a Pictograph

DAILY FOCUS SKILLS TRANSPARENCY 23-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: ATeacher Tip: Point out to students that each dollar in thepictograph represents $1 million in advertising spending.UNIT

7Chapter 23

1960 PRESIDENTIAL CAMPAIGN—COST OF ADVERTISING

Democrats

Republicans

= $1,000,000 in Advertising Spending

Directions: Answer the followingquestion based on the pictograph.

The presidential election of1960 made new use of tele-vision and radio advertisingto influence voters. Whichof the following statementsmost closely describes thecost of advertising duringthe campaign?

A Both parties spent more than$5 million on advertising.

B Democrats spent more thanRepublicans.

C Republicans spent twice asmuch as Democrats.

D Neither party spent more than$5 million on advertising.

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 23–1

ELA: Page 718: Gr9/10/11: 4D, 6A,7D, 7F, 8B, 13C; Page 719:Gr9/10/11: 6A, 10B

Student Edition TEKS

Guide to Reading

Answers to Graphic: Successes:more funds in defense and spaceexploration, some advance inwomen’s rights, economic improve-ment; Setbacks: health insurance forthe elderly, a Department of UrbanAffairs, federal aid to education, aidfor migrant workers

Preteaching VocabularyHave students define the Key Termsin their own words. US: 25A; ELA:Gr9/10/11: 6A

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 23–1• Daily Lecture and Discussion Notes 23–1• Guided Reading Activity 23–1• Section Quiz 23–1• Reading Essentials and Study Guide 23–1• Performance Assessment Activities and

Rubrics• Supreme Court Case Studies

Transparencies• Daily Focus Skills Transparency 23–1

Multimedia Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

vision lighting. One Republican leader even won-dered if the Democrats had supplied Nixon’s makeup.

With that debate, the era of television politics hadbegun. Though television had been used in cam-paigns as early as 1948, it was not until the 1960 elec-tion that a large majority of voters used the mediumas a voting tool. The nation itself seemed on the brinkof a new age. Having lived through a decade ofunprecedented prosperity and the onset of the ColdWar and the atomic age, Americans looked to thefuture with excitement and anxiety.

Both candidates shared the desire to lead thenation through the challenges of a new decade, butthey differed in many ways. Kennedy, a Catholic,came from a wealthy and influential Massachusettsfamily. Nixon, a Quaker, was a Californian from afinancially struggling family. Kennedy seemed out-going and relaxed, while Nixon struck many as for-mal and even stiff in manner.

A New Kind of Campaign Compared to earlier cam-paigns, the 1960 presidential race made new use of tel-evision, with both major parties spending substantialamounts of money on television ads. The Democratsspent over $6 million in television and radio spots,while the Republicans spent more than $7.5 million.

Not everyone was happy with this new emphasison image. Television news commentator Eric Sevareidcomplained that the candidates had become “pack-aged products,” and he stated that “the ProcessedPolitician has finally arrived.”

The Main Issues The campaign centered on theeconomy and the Cold War. Although the candidatespresented different styles, they differed little on thesetwo issues. Both promised to boost the economy, andboth portrayed themselves as “Cold Warriors” deter-mined to stop the forces of communism.

Kennedy argued that the nation faced seriousthreats from the Soviets. In Cuba, Fidel Castro was allying himself with the Soviet Union. At home, manypeople lived in fear of a Soviet nuclear attack. Kennedy voiced his concern about a suspected“missile gap,” in which the United States laggedbehind the Soviets in weaponry. (Decades later,Americans learned that, in fact, the only area where theSoviet Union was briefly ahead was in rocketry). Thenation, Kennedy argued, had grown complacent andaimless. “It is time to get this country moving again.”

Nixon countered that the United States was on theright track under the current administration. “I’mtired of hearing our opponents downgrade theUnited States,” the vice president said. Nixon also

warned that the Democrats’ fiscal policies wouldboost inflation, and that only he had the necessaryforeign policy experience to guide the nation.

Kennedy came under scrutiny about his religion.The United States had never had a Catholic president,and many Protestants had concerns about Kennedy.Kennedy decided to confront this issue openly in aspeech. “I believe in an America where the separationof the church and state is absolute,” he said, “whereno Catholic prelate would tell the president, shouldhe be a Catholic, how to act.”

The four televised debates strongly influenced theoutcome of the election, one of the closest inAmerican history. Kennedy won the popular vote by118,000 out of 68 million votes cast and the ElectoralCollege by 303 votes to 219. In several states only afew thousand votes could have swung the ElectoralCollege numbers the other way.

Identifying What were two mainissues of the 1960 presidential election?

The Kennedy MystiqueDespite his narrow victory, John F. Kennedy, com-

monly referred to as JFK, captured the imagination ofthe American public as few presidents before himhad. During the campaign, many had been takenwith Kennedy’s youth and optimism. The new presi-dent strongly reinforced this impression when hegave his Inaugural Address.

Inauguration Day, January 20, 1961, was crisp andcold in Washington, D.C. At the site of the ceremony,a crowd gathered, wrapped in coats and blankets. AsKennedy rose to take the oath of office, he wore nei-ther a coat nor a hat. During his speech, the new pres-ident declared, “The torch has been passed to a newgeneration,” and he called on his fellow citizens totake a more active role in making the United States abetter place. “My fellow Americans,” he exclaimed,“ask not what your country can do for you—askwhat you can do for your country.”

Kennedy, his wife Jacqueline, their childrenCaroline and John, and their large extended familyseemed to have been created for media coverage.Reporters followed the family everywhere.

Reading Check

Kennedy tie clasp (left) and Nixon pendantfrom 1960 presidential campaign

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2 TEACH

Identifying a Strategy Organizethe class into two groups. Haveone group represent Nixon’sstaff and the other representKennedy’s staff. After studentshave read page 719, have eachgroup identify the campaignstrategies that each should use toovercome their weaknesses, toexplain their goals for the coun-try, and to encourage undecidedvoters to vote for them. Haveeach group present their strate-gies. As a class, discuss why theelection results were so close. L1US: 24B; ELA: Gr9: 7E–H; Gr9/10: 16E;Gr10/11: 7E–G; Gr11: 15E

Daily Lecture and Discussion Notes 23–1

I. The Election of 1960 (pages 718–719)

A. The 1960 presidential election began the era of television politics. Voters began usingthis medium as a voting tool.

B. The Democratic candidate, John F. Kennedy, was a Catholic from a wealthyMassachusetts family. Republican candidate, Richard Nixon, was a Quaker from a

Daily Lecture and Discussion Notes

Chapter 23, Section 1

Did You Know? John F. Kennedy invited over a hundred writ-ers, artists, and scientists to his inauguration. Robert Frost, a famousAmerican poet, recited an inaugural poem. Opera singer MarianAnderson sang “The Star-Spangled Banner,” the U.S. nationalanthem. During his term in office, Kennedy emphasized the impor-tance of American art and culture.


Answer: The issues were the econo-my and the Cold War.

The 1960 vote was so close that Nixonconsidered demanding a recount, butthen decided against it. He explained thatif there were a recount, “the organizationof the new administration and the orderlytransfer of responsibility from the old tothe new might be delayed for months.The situation within the entire federalgovernment would be chaotic.”

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYResearching the Candidates Organize the class into six groups. Assign each group one of the fol-lowing topics: Kennedy’s childhood and family background, Kennedy’s college years and militaryservice, Kennedy’s political background, Nixon’s childhood and family background, Nixon’s collegeyears and military service, or Nixon’s political background. Have the groups research their topic.Then have the Kennedy groups and the Nixon groups work together to prepare a display providinga portrait of the two men. US: 24A–D, 25C, 25D; ELA: Gr9/10/11: 1A, 1B, 4D, 13B, 13C; Gr9/10: 16E;Gr11: 15EUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

Kennedy himself was a master of the media, particu-larly television. He was the first to broadcast his pressconferences live on television.

The Kennedy charisma inspired many of his staffmembers. His press secretary, Pierre Salinger, put thisfeeling into words:

“None of us will ever have a better job as long aswe live. . . . The big plus—the fringe benefit thatmade it all worthwhile—was JFK himself. . . . Ourfaith in him and in what he was trying to do wasabsolute, and he could impart to our work together asense of challenge and adventure—a feeling that hewas moving, and the world with him, toward a bettertime.”

—quoted in With Kennedy

Summarizing In what ways didJohn F. Kennedy inspire the nation?

Success and Setback on theDomestic Front

Not everyone in the nation fell for the Kennedymystique. His high culture, elite Northeastupbringing, and Catholicism irritated someAmericans. Congress also was less than taken withthe new president. Upon entering office, PresidentKennedy set out to implement a legislative agenda,which became known as the New Frontier. Hehoped to increase aid to education, provide healthinsurance to the elderly, create a Department ofUrban Affairs, and help migrant workers. He

would soon find that transforming lofty ideals intoreal legislation was no easy task on Capitol Hill.

Kennedy Struggles With Congress Although theDemocratic Party enjoyed large majorities in bothhouses of Congress, Kennedy was unable to pushthrough many of his domestic programs. Kennedy hadtrailed Nixon in many Democratic districts and hadnot helped many Democrats get elected. Those whodid win, therefore, did not feel they owed him any-thing. As one Democrat in Congress told U.S. News &World Report, “A good many [congressional representa-tives] were elected in 1960 in spite of his presence onthe ticket rather than because his name was there.” Asa result, legislators found it easy to follow their owninterests rather than those of the president.

In addition, Republicans as well as conservativeSouthern Democrats—who were responsible for hold-ing the Democratic majority in Congress—viewed theNew Frontier as too big and too costly. Senator EverettDirksen, Republican minority leader from Illinois,claimed that Kennedy’s efforts to increase the powerand reach of the federal government would push thenation down an ominous path.

In the end, Congress defeated a number of JFK’sproposals, including health insurance for the elderly,a Department of Urban Affairs, and federal aid toeducation. The president often resisted calls to pushharder for his agenda. He decided not to fight everybattle on Capitol Hill and preferred to reserve hisbargaining power for issues that were both trulyimportant and winnable.

ECONOMICS

Strengthening the Economy Kennedy did achievesome victories in Congress, particularly in his effortsto improve the nation’s economy. The Americaneconomy, which had soared through much of the1950s, had slowed by the end of the decade. From1960 to 1961, the growth rate of the gross nationalproduct was only 2 percent, while the unemploy-ment rate hovered near 7 percent of the workforce,the second-highest figure since World War II.

In an effort to increase growth and create morejobs, Kennedy advocated the New Deal strategy ofdeficit spending, first implemented during FranklinRoosevelt’s presidency. The new president convincedCongress to invest more funds in defense and in spaceexploration. Such spending did indeed create morejobs and stimulate economic growth. Reluctant to relytoo heavily on deficit spending, which tends to causeinflation, Kennedy also sought to boost the economyby increasing business production and efficiency. In

Reading Check

The Kennedy White House Jacqueline Kennedy (center right) broughtyouthful elegance and style to the White House. Why do you think the mediascrutinized the First Family so much?

History


Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), US24B(11)

720


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Guided Reading Activity 23–1

Name Date Class

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook tosupply the details that support or explain each main idea.

Main Idea: With the Kennedy/Nixon presidential debate in 1960, the era of television pol-itics had begun.

1. Detail: In the 1960 presidential race, both major parties spent substantial amounts of

money on .

2. Detail: The campaign centered on the and the .

Main Idea: John Kennedy captured the imagination of the American public as few presi-dents before him had.

3. Detail: During the campaign, many had been taken with Kennedy’s

and .

4. Detail: Kennedy was the first president to broadcast his on

television

★

★

Guided Reading Activity 23-1★

History

Background: In 2001 the MetropolitanMuseum of Art and the John F.Kennedy Library organized an exhibitof clothing worn by JacquelineKennedy while she was First Lady. Answer: Students’ answers will vary.Students might suggest that the youngfamily provided good stories for themedia, and the family encouraged theattention.Ask: What technology helped makescrutiny of the Kennedys possible?(television)

Answer: Kennedy inspired thenation with his optimism, his youth,and his ability to handle the media.

John Kennedy, his wife, and their twosmall children were the youngest familyto live in the White House since TheodoreRoosevelt’s days.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSKinesthetic Arrange to videotape students as you conduct mock debates on topics of interest tostudents. As a class watch the videotapes and have students select which debaters look comfort-able and which look uncomfortable. Have students note particular mannerisms or actions thatmake people look comfortable in front of the camera. L1 ELA: Gr9/10/11: 19B, 20B

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

addition, his administration asked businesses to holddown prices and labor leaders to hold down payincreases.

Prodded by Secretary of Labor Arthur Goldberg,labor unions in the steel industry agreed to reducetheir demands for higher wages. In 1962, however,several steel companies raised prices sharply.

The president threatened to have the Departmentof Defense buy cheaper steel from foreign companiesand instructed the Justice Department to investigatewhether the steel industry was guilty of price-fixing.In response to Kennedy’s tactics, the steel companiesbacked down and cut their prices. To achieve this vic-tory, however, the president had strained his rela-tions with the nation’s business community.

In an effort to get the economy moving, Kennedyalso adopted supply-side ideas and pushed for a cut intax rates. When opponents argued that a tax cut wouldonly help the wealthy, Kennedy asserted that lowertaxes meant businesses would have more money toexpand, which would create new jobs and benefiteverybody. “A rising tide lifts all boats,” Kennedyexplained, as a way to illustrate how tax cuts wouldstimulate the economy and help all Americans.

Kennedy also convinced Congress to increase theminimum hourly wage to $1.25. In addition, he pro-vided more than $400 million in aid to distressedareas under the Area Redevelopment Act.Meanwhile, the administration’s Housing Act cre-ated an extensive home-building and slum clearanceprogram as well as thousands of construction jobs.

Women’s Rights Kennedy also helped womenmake strides during the 1960s. Although Kennedynever appointed a woman to his cabinet, a number ofwomen worked in prominent positions in his admin-istration, including Esther Peterson, assistant secre-tary of labor and director of the Women’s Bureau ofthe Department of Labor.

Kennedy advanced women’s rights in other ways aswell. In 1961 he created the Presidential Commissionon the Status of Women. The commission called forfederal action against gender discrimination andaffirmed the right of women to equally paid employ-ment. Kennedy responded by issuing an executiveorder ending gender discrimination in the federal civilservice, and in 1963 he signed the Equal Pay Act forwomen. The commission also sparked the creation ofsimilar groups on the state level and inspired manywomen to work together to further their interests.

Evaluating Why did Kennedy havedifficulty getting his New Frontier legislation passed?

Warren Court ReformsDuring the Kennedy years, the Supreme Court also

took an active role in social issues. In 1953 PresidentEisenhower had nominated Earl Warren, the popularRepublican governor of California, to become ChiefJustice of the United States. More so than previouscourts, the Warren Court took an activist stance, help-ing to shape national policy by taking a forceful standon a number of key issues of the day.

GOVERNMENT

“One Man, One Vote” One of the Warren Court’smore notable decisions had a powerful impact onwho would hold political power in the United States.This decision concerned reapportionment, or the wayin which states draw up political districts based onchanges in population. By 1960 many moreAmericans resided in cities and suburbs than in ruralareas. Yet many states had failed to restructure theirelectoral districts to reflect that change.

In Tennessee, for example, a rural county with only2,340 voters had 1 representative in the state assem-bly, while an urban county with 133 times more votershad only 7. The vote of a city dweller counted for lessthan the vote of a rural resident. Some Tennessee vot-ers took the matter to court.

The Baker v. Carr case reached the Supreme Courtafter a federal court ruled that the issue should be

Reading Check

CHAPTER 23 The New Frontier and the Great Society 721

Camelot In December 1960, Camelot, a musicalstarring Richard Burton and Julie Andrews, openedon Broadway in New York City. The Kennedysattended the show, which told the legend of theheroism of King Arthur and the Knights of the RoundTable, and so enjoyed it that they listened to themusic often. The president’s favorite song includedthe lines: “Don’t let it be forgot, that once there was aspot, for one brief shining moment that was knownas Camelot.”

In later years, the Kennedy presidency becameknown as “Camelot,” largely because of Mrs.Kennedy. Shortly after the president’s death in 1963,she told a journalist that all she could think aboutwas the president’s favorite line. She went on to say:“There’ll be great presidents again, . . . but there’llnever be another Camelot again.” JournalistTheodore H. White later wrote that “all she couldrepeat was, ‘Tell people there will never be thatCamelot again.’”

Social Studies TAKS tested at Grades 10/11: Obj 3: US21D(11) Obj 4: US17A(11)

721


US HISTORY: Page 720: 1A, 14C,14D, 16A, 24B, 24G; Page 721: 1A,14C, 14D, 17A, 18A, 21D


Answer: The legislation was per-ceived as too expensive and toobroad in scope.

In the legendary Camelot, leaderssat at a round table. With no head ofthe table, it was implied that rulewas by all, not just by one.

Making a Collage Have stu-dents make a collage usingimages of important events inthe Kennedy administration.Invite students to post their col-lages and explain any uniqueelements that they included. L1US: 25C, 25D; ELA: Gr9/10/11: 13C;Gr9/10: 16E; Gr11: 15E

Civics Tell students that EleanorRoosevelt had remained a popularand active political figure after herhusband’s death. During the 1960presidential campaign, she appearedin a television commercial urgingpeople to vote for Kennedy becausehe was the man to improve humanrights. Her appearance indicated totraditional Democrats and womenthat Kennedy was the man for thejob.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Tell students that John F. Kennedy won a Pulitzer Prize in biography for his book,Profiles in Courage. Encourage students to find the book in the library, read one of the profiles,and write a report on the person profiled. Have volunteers share their reports with the class. Thenas a class, discuss the virtue of courage and how the people Kennedy selected represented it. L2US: 24A–D, 25A–D; ELA: Gr9/10/11: 1A, 1B, 13B, 13C; Gr9: 7E–H; Gr9/10: 16E; Gr10/11: 7E–G; Gr11: 15E

Use Supreme Court CaseStudy 33, Baker v. Carr.

solved by legislation. The Fourteenth Amendmentspecifically gives Congress authority to enforce vot-ing rights. In 1962 the Supreme Court ruled that thefederal courts did have jurisdiction and sent the mat-ter back to the lower courts. ; (See page 962 for moreinformation on Baker v. Carr.)

Two years later, in June 1964, the Supreme Courtruled in Reynolds v. Sims that the current apportion-ment system in most states was indeed unconstitu-tional. In a decision that helped to promote theprinciple of “one man, one vote,” the Warren Courtrequired state legislatures to reapportion electoral dis-tricts so that all citizens’ votes would have equalweight. The Court’s decision was a momentous one,for it shifted political power throughout the countryfrom rural and often conservative areas to urban areas,where more liberal voters resided. The Court’s decisionalso boosted the political power of African Americansand Hispanics, who typically lived in cities. ; (See page964 for more information on Reynolds v. Sims.)

Extending Due Process In a series of historic rul-ings in the 1960s, the U.S. Supreme Court began touse the Fourteenth Amendment to apply the Bill ofRights to the states. Originally, the Bill of Rights

applied only to the federal government. Many stateshad their own bill of rights, but some federal rightsdid not exist at the state level. The FourteenthAmendment specifically stated that “no stateshall . . . deprive any person of life, liberty, or prop-erty without due process of law.” Due process meansthat the law may not treat individuals unfairly, arbi-trarily, or unreasonably, and that courts must followproper procedures and rules when trying cases. Dueprocess ensures that all people are treated the sameby the court system. In the 1960s, the Supreme Courtruled in several cases that upholding due processmeant applying the federal bill of rights to the states.

In 1961 the Supreme Court ruled in Mapp v. Ohiothat state courts could not consider evidenceobtained in violation of the federal Constitution. InGideon v. Wainwright (1963), the Court ruled that adefendant in a state court had the right to a lawyer,regardless of his or her ability to pay. The followingyear, in Escobedo v. Illinois, the justices ruled that a


Civil Rights

Due Process

Freedom of Religion and Freedom of Speech

Segregation in public schools unconstitutional

Established that federal courts can hear lawsuits seeking to force state authorities to redrawelectoral districts

Congressional districts should be equal in population

Desegregation of public accommodations established inthe Civil Rights Act of 1964 is legal

States may not ban interracial marriage

Unlawfully seized evidence is inadmissible at trial

Suspects are entitled to court-appointed attorneyif unable to afford one on their own

Accused has the right to an attorney during police questioning

Police must inform suspects of their rights during thearrest process

Nondenominational prayer in school banned

Daily Bible reading in school banned

Celebrities may sue the media for libel only in certaincircumstances

Brown v. Board of Education (1954)

Baker v. Carr (1962)

Reynolds v. Sims (1964)

Heart of Atlanta Motel v. United States (1964)

Loving v. Virginia (1967)

Mapp v. Ohio (1961)

Gideon v. Wainwright (1963)

Escobedo v. Illinois (1964)

Miranda v. Arizona (1966)

Engel v. Vitale (1962)

Abington School District v. Schempp (1963)

New York Times v. Sullivan (1964)

Major Decisions of the Warren Court, 1954–1967Social Studies TAKS tested at Grades 10/11: Obj 4: US17A(11) Obj 5: 8.30A(10), US24A(11)

1. Interpreting Charts Analyze the effects Brown v.Board of Education and Reynolds v. Sims had on thenation.

2. Summarizing What three major areas of policy didthe Warren Court’s decisions affect?

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Answers:1. Students should discuss school

integration and reapportionment.

2. It affected civil rights, dueprocess, and freedom of religionand speech.

Chart Skills PracticeAsk: Which cases are related to theseparation of church and state?(Engel v. Vitale and Abington SchoolDistrict v. Schempp)

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity. US: 25D; ELA: Gr9: 7I;Gr10/11: 7H

Have students use theInteractive Tutor Self-Assessment CD-ROM.

Reading Essentials and Study Guide 23–1

Study GuideChapter 23, Section 1

For use with textbook pages 718–723

THE NEW FRONTIER

KEY TERMS AND NAMES

missile gap the United States’s lag behind the Soviet Union in weaponry (page 719)

New Frontier President Kennedy’s domestic programs (page 720)

Earl Warren Chief Justice of the United States, starting in the Eisenhower administration (page 721)

reapportionment the way in which states draw up political districts based on changes in population (page 721)

due process the idea that the law may not treat individuals unfairly or unreasonably and thatcourts must follow proper procedures when trying cases (page 722)

Name Date Class

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing a Concept Ask students the meaning of the word frontier. As a class, discuss both thedenotation of the word (what the word means) and the connotation (what the word suggestsbeyond the literal meaning). Then ask students why they think Kennedy named his program theNew Frontier. L2 US: 24B; ELA: Gr9/10: 16E; Gr11: 15E

Use Supreme Court CaseStudy 32, Mapp v. Ohio; 34, Engelv. Vitale; 35, Abington SchoolDistrict v. Schempp; 36, Gideon v.Wainwright; 37, Escobedo v.Illinois; 38, Reynolds v. Sims; 41,Miranda v. Arizona.

Writing About History


Checking for Understanding1. Define: missile gap, reapportionment,

due process.2. Identify: New Frontier, Earl Warren.3. Summarize the progress made for

women’s rights during Kennedy’sadministration.

Reviewing Themes4. Civic Rights and Responsibilities

Name three decisions of the WarrenCourt that protected civil rights.

Critical Thinking5. Interpreting In what way was the 1960

presidential election a turning point incampaign history?

6. Organizing Use a graphic organizersimilar to the one below to list theeconomic policies of the Kennedyadministration.

Analyzing Visuals7. Analyzing Charts Study the chart of

Warren Court decisions on page 722.How did the Court expand the rights ofthe accused? Were these sound deci-sions? Why or why not?

EconomicPolicies

8. Expository Writing In his InauguralAddress, President Kennedy asked hisfellow Americans to “Ask what you cando for your country.” Respond to thisstatement in an essay.

suspect must be allowed access to a lawyer and mustbe informed of his or her right to remain silent beforebeing questioned by the police. Miranda v. Arizona(1966) went even further, requiring that authoritiesimmediately give suspects a fourfold warning. Thewarning consisted of informing suspects that theyhave the right to remain silent, that anything they saycan and will be used against them in court, that theyhave a right to a lawyer while being questioned, andthat if they cannot afford a lawyer, the court willappoint one for them. Today these warnings areknown as the Miranda rights. ; (See pages 963–964 formore information on Mapp v. Ohio, Gideon v. Wainwright,Escobedo v. Illinois, and Miranda v. Arizona.)

Many citizens and police departments and evensome of the Supreme Court justices accused theWarren Court of favoring criminals. Others cheeredthe decisions, seeing them as promoting the rightsof all citizens, even the less privileged.

Prayer and Privacy The Supreme Court alsohanded down decisions that reaffirmed the separa-tion of church and state. The Court applied the FirstAmendment to the states in Engel v. Vitale (1962). Inthis ruling, the Court decided that states could notcompose official prayers and require those prayers tobe recited in state public schools. The following year,in Abington School District v. Schempp, it ruled againstdaily Bible readings in public schools. Weighing in onanother controversial issue, the Court ruled inGriswold v. Connecticut (1965) that prohibiting the saleand use of birth control devices violated citizens’constitutional right to privacy. ; (See pages 962–963 formore information on these Supreme Court cases.)

As with most rulings of the Warren Court, thesedecisions delighted some and deeply disturbed others. What most people did agree upon, however,was the Court’s pivotal role in shaping nationalpolicy. The Warren Court, wrote New York Timescolumnist Anthony Lewis, “has brought aboutmore social change than most Congresses and mostPresidents.”

From the political arena to the legal system to people’s everyday lives, the Warren Court indeed leftits imprint on the nation. Meanwhile, away from thedomestic arena, President Kennedy worked to makehis mark on the country’s foreign affairs during a timeof rising Cold War tensions.

Examining What was the signifi-cance of the Warren Court’s “One Man, One Vote” ruling?

Reading Check

Activist Court The Warren Court poses for its official portrait in 1962,with Chief Justice Earl Warren front and center.

Social Studies TAKS tested at Grades 10/11: Obj 4: US17A(11) Obj 5: 8.30A(10), US24A(11) Obj 4: US17A(11); Obj 5: WH25C(10), US24B(11)

723


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Section Quiz 23–1


Column A

1. the way in which states draw up political districts basedon changes in population

2. President Kennedy’s legislative agenda

3. nominated to become the Chief Justice of the United Statesin 1953

4. suspicion that the United States lagged behind the Sovietsin weaponry

5. ensures that all people are treated the same by the courtsystem

DIRECTIONS: Multiple Choice In the blank at the left write the letter of the choice that


Score★ ScoreChapter 23

Section Quiz 23-1

Column B

A. Earl Warren

B. due process

C. New Frontier

D. missile gap

E. reapportionment


In 1962 the members of the WarrenCourt included two membersappointed by Franklin DelanoRoosevelt, one appointed by Harry STruman, four appointed byEisenhower, and two appointed byJohn F. Kennedy.

Answer: All citizens’ votes wouldhave equal weight regardless ofwhere they lived.

ReteachHave students summarizeKennedy’s economic policies.US: 14D, 24B; ELA: Gr9/10: 16E; Gr11:15E

Enrich Invite interested students tolearn more about the life andcareer of one of the justices whoserved on the Warren Court.Encourage students to uselibrary and Internet resources.US: 24A–D; ELA: Gr9/10/11: 13B, 13C

4 CLOSEHave students explain whyCongress often did not supportKennedy’s proposals. US: 24B;ELA: Gr9/10: 16E; Gr11: 15E

1. Terms are in blue. US: 25A2. New Frontier (p. 720), Earl Warren

(p. 721)3. Presidential Commission on the

Status of Women, ending genderdiscrimination in federal civil serv-ice, and the Equal Pay Act US:24B

4. Answers should include any of the

civil rights decisions listed on page722. US: 7A, 18A

5. Television played a more influentialrole.

6. a cut in tax rates, an increase infunds for defense and space explo-ration, an increase in the minimumwage, housing and redevelopmentUS: 25C

7. Students should summarize thechart’s due process decisions andweigh individual rights againstpolice concerns. US: 24B

8. Students’ essays will vary butshould focus on the meaning ofKennedy’s statement. US: 25D

May 1961Kennedy informs Congress ofmoon expedition goal


✦1962 ✦1964

Kennedy Confronts Global Challenges The Cuban missile crisis, as the standoff came to be called, may have been the most

dramatic foreign policy episode Kennedy faced. It was not the only one, however. AsKennedy entered the White House, the nation’s dangerous rivalry with the SovietUnion continued to intensify. As a result, the new president had to devote much of

Like millions of other Americans in late October 1962, Tami Gold was having trouble con-centrating on anything. For several tension-filled days that fall, the world seemed headed fornuclear destruction. U.S. officials had discovered that the Soviet Union had placed missiles inCuba—a mere 90 miles (145 km) from the shores of the United States. When the Sovietsrefused to remove the weapons, a bitter weeklong standoff ensued in which the two super-powers hurled threats and warnings at each other and moved to the brink of nuclear war.Gold, then a seventh-grade student in Long Island, New York, recalled the events of one particular day:

“I remember I was in the bathroom of the school . . . when they had said over the loudspeaker . . . that everyone had to return to their homerooms immediately and get instructionfrom their homeroom teacher. And it was probably one of the scariest moments of my life, itwas like the sensation that our country could go to war and I didn’t understand at all what itwas about, but the fact that the country could go to war at any moment was really reallypresent. . . . It was chilling, it was scary, it was really nauseating. . . .”

—quoted in Collective Memories of the Cuban Missile Crisis

JFK and the Cold War

Emergency water supplied by Department of Defense

✦1961 ✦1963

April 1961Bay of Pigs invasion

October 1962Cuban missile crisis

September 1963Senate ratifies LimitedTest Ban Treaty

November 22, 1963Kennedy assassinated

Social Studies TAKS tested at Grades 10/11: Obj 1: US1B(11); Obj 5: WH25C(10), US24B(11)

Main IdeaAs president, John F. Kennedy had toconfront the challenges and fears of theCold War.

Key Terms and Namesflexible response, Peace Corps, spacerace, Berlin Wall, Warren Commission

Reading StrategySequencing As you read about the crisesof the Cold War, complete a time linesimilar to the one below to record themajor events of the Cold War in the late1950s and early 1960s.

Reading Objectives • Describe Kennedy’s plan for the armed

forces.• Explain how the Cold War influenced

foreign aid and the space program.

Section ThemeScience and Technology During theCold War, the nation devoted much of itsscientific and technological resources tocompeting with the Soviet Union, espe-cially in getting to the moon.

Jan.1959

Aug.1963

724

1 FOCUSSection OverviewThis section focuses on the Cold War during the Kennedyadministration.




Analyzing Information


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: HTeacher Tip: Remind students to base their answer on thefactual data available.UNIT

7Chapter 23

THE PEACE CORPS

On March 1, 1961, President Kennedy signed an executive order establishing the Peace Corps. More than 5,000 applicants took the first exams to enter the Peace Corps. The first 51 volunteers went to Ghana in August 1961. By the end of 1963, 7,300 were serving in 44 countries. By June 1966, more than 15,000 volunteers were working in the field.

Directions: Answer the followingquestion based on the informationat left.

Which of the followingstatements is true?

F Volunteers for the PeaceCorps dropped sharply afterthe first year.

G Americans were slow to vol-unteer for the Peace Corps.

H Americans quickly respondedto the need to serve as volun-teers in the Peace Corps.

J Only 500 people took the firstexams to enter the PeaceCorps.



ELA: Page 724: Gr9/10/11: 4D, 6A,7D–F, 8B; Page 725: Gr9/10/11: 6A,8B


Guide to Reading

Answers to Graphic: January 1959,Castro’s overthrow of Batista; April 17,1961, Bay of Pigs; June 1961, Kennedyand Khrushchev meet in Vienna;October 1962, Cuban missile crisis;October 1962, Soviets agree toremove missiles from Cuba

Preteaching VocabularyHave students select one of the KeyTerms and Names and write severalquestions about the term or name.Then have students work in pairs toanswer the questions. US: 25A;ELA: Gr9/10/11: 6A


Reproducible Masters• Reproducible Lesson Plan 23–2• Daily Lecture and Discussion Notes 23–2• Guided Reading Activity 23–2• Section Quiz 23–2• Reading Essentials and Study Guide 23–2• Interpreting Political Cartoons



his energy in foreign policy matters to guiding thenation through the deepening Cold War.

Kennedy appeared ready to stand up to theSoviets. Upon taking the oath of office, the new pres-ident devoted much of his Inaugural Address to therole of the United States in a divided world:

“Let the word go forth from this time andplace . . . that the torch has been passed to a newgeneration of Americans—born in this century, tem-pered by war, disciplined by a hard and bitter peace,proud of our ancient heritage—and unwilling to wit-ness or permit the slow undoing of those humanrights to which this nation has always been commit-ted. . . . Let every nation know, whether it wishes uswell or ill, that we shall pay any price, bear any bur-den, meet any hardship, support any friend, opposeany foe, to assure the survival and the success ofliberty.”

—quoted in Let the Word Go Forth

Kennedy attempted to reduce the threat of nuclearwar and to stop the spread of communism with a rangeof programs. These included a conventional weaponryprogram, economic aid, and the Peace Corps.

A More Flexible Response Kennedy took office at atime of growing global instability. Nationalism wasexploding throughout the developing world, and theSoviet Union actively supported “wars of national lib-eration.” Newsweek magazine wrote that the “greatestsingle problem that faces John Kennedy is how tomeet the aggressive power of the Communist bloc.”

Kennedy felt that Eisenhower had relied too heav-ily on nuclear weapons, which could only be used inextreme situations. To allow for a “flexible response”if nations needed help against Communist move-ments, the president pushed for a buildup of conven-tional troops and weapons. Although costly, a flexibleresponse plan would allow the United States to fight alimited style of warfare.

In adopting this plan, Kennedy supported theSpecial Forces, a small army unit created in the 1950sto wage guerrilla warfare in limited conflicts.Kennedy expanded it and allowed the soldiers towear their distinctive “Green Beret” headgear.

Aid to Other Countries One area of the world whereKennedy wanted to renew diplomatic focus was LatinAmerica. Conditions in much of Latin American soci-ety were not good: Governments were often in thehands of the wealthy few and many of their citizens

lived in extreme poverty. In some Latin Americancountries, these conditions spurred the growth of left-wing movements aimed at overthrowing their govern-ments. When the United States was involved in LatinAmerica, it was usually to help existing governmentsstay in power in order to prevent Communist move-ments from flourishing. Poor Latin Americans resentedthis intrusion, just as they resented American corpora-tions that had business operations in their countries, apresence that was seen as a kind of imperialism.

To improve relations between the United Statesand Latin America, President Kennedy proposed anAlliance for Progress, a series of cooperative aidprojects with Latin American governments. Thealliance was designed to create a “free and prosper-ous Latin America” that would be less likely to sup-port Communist-inspired revolutions.

Over a 10-year period, the United States pledged$20 billion to help Latin American countries establishbetter schools, housing, health care, and fairer landdistribution. The results were mixed. In some coun-tries—notably Chile, Colombia, Venezuela, and theCentral American republics—the alliance did pro-mote real reform. In others, governing rulers used themoney to keep themselves in power.

The Peace Corps Another program aimed at helpingless developed nations fight poverty was the PeaceCorps, an organization that sent young Americans toperform humanitarian services in these countries.

After rigorous training, volunteers spent twoyears in countries that had requested assistance.They laid out sewage systems in Bolivia and trainedmedical technicians in Chad. Others taught English orhelped to build roads. By late 1963 thousands of PeaceCorps volunteers were serving in over 30 countries.Today, the Peace Corps is still active and remains oneof Kennedy’s most enduring legacies.

TECHNOLOGY

The Cold War Moves IntoSpace President Kennedysought to increase the coun-try’s presence not onlyaround the world but also inspace. With Cold War ten-sions continuing to rise, theUnited States and the SovietUnion engaged in a spacerace—vying for dominanceof the heavens to enhancetheir competitive positionson Earth.

Student WebActivity Visit theAmerican RepublicSince 1877 Web site at

and click on StudentWeb Activities—Chapter 23 for anactivity on the NewFrontier.

HISTORY



725


US HISTORY: Page 724: 1A, 1B,24B, 25A, 25C; Page 725: 1A, 19B,25A


2 TEACH

Discussing a Topic Have stu-dents discuss how PresidentKennedy’s plans for space explo-ration reflected the Cold War. L1

US: 6G, 14C; ELA: Gr9/10: 16E;Gr11: 15EELL

Daily Lecture and Discussion Notes 23–2

I. Kennedy Confronts Global Challenges (pages 724–726)

A. President Kennedy focused much of his time on foreign policy as the nation’s rivalrybetween the Soviet Union deepened. Through a variety of programs, Kennedyattempted to curb communism and reduce the threat of nuclear war.

B. Kennedy felt that Eisenhower had relied too heavily on nuclear weapons. Instead,Kennedy supported a “flexible response” where he asked for a buildup of conven-tional troops and weapons. This was costly but allowed the United States to fight a



Did You Know? Representatives and leaders from more than 90countries attended President Kennedy’s funeral. Many public build-ings in the United States and throughout the world have beennamed after Kennedy.


Since the Peace Corps was established in1961, over 160,000 volunteers have servedin 135 countries. Volunteer sectors includeeducation, environment, health, business,and agriculture. In 2001 there were 7,300Peace Corps volunteers serving in 72countries.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYReviewing the Kennedy Assassination Help students assess the effect of President Kennedy’sdeath. Organize them into three groups with one of the following tasks: locating images of theassassination, outlining various conspiracy theories, or interviewing people for personal recollec-tions of the event. When these tasks are completed, form new groups with membership coveringall three tasks. Have members share their information. US: 24A–D, 25A–D; ELA: Gr9/10/11: 13B,13C; Gr9: 7E–H; Gr9/10: 16E; Gr10/11: 7E–G; Gr11: 15EUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Plan at .tx.tarvol2.glencoe.com

http://www.glencoe.com/qe/qe35tx.php?&st=719&pt=2&bk=21


Kennedy was determined that the first humans toreach the moon would be Americans, not Russians.In 1961 he recommended to Congress that “thisnation should commit itself to achieving the goal,before this decade is out, of landing a man on themoon.” Kennedy’s dream was realized in July 1969,during Richard Nixon’s first administration, whenastronaut Neil Armstrong became the first person toset foot on the moon.

Examining What global challengesdid Kennedy face during his presidency?

Crises of the Cold WarPresident Kennedy’s efforts to combat Communist

influence in other countries led to some of the mostintense crises of the Cold War. At times these crisesleft Americans and people in many other nationswondering whether the world would survive.

The Bay of Pigs The first crisis occurred in Cuba,only 90 miles (145 km) from American shores.There, Fidel Castro had overthrown the corruptCuban dictator Fulgencio Batista in 1959. Almost

immediately, Castro established ties with the SovietUnion, instituted drastic land reforms, and seizedforeign-owned businesses, many of them American.Cuba’s alliance with the Soviets worried manyAmericans. The Communists were now too close forcomfort, and Soviet Premier Nikita Khrushchev wasalso expressing his intent to strengthen Cuba militarily.

Fearing that the Communists would use Cuba asa base from which to spread revolution throughoutthe Western Hemisphere, President Eisenhowerhad authorized the Central Intelligence Agency(CIA) to secretly train and arm Cuban exiles,known as La Brigada, to invade the island. Theinvasion was intended to touch off a popular upris-ing against Castro.

When Kennedy became president, his advisersapproved the plan. In office fewer than threemonths and trusting his experts, Kennedy agreedto the operation with some changes. On April 17,1961, 1,400 armed Cuban exiles landed at the Bayof Pigs on the south coast of Cuba. The invasionwas a disaster. La Brigada’s boats ran aground oncoral reefs, Kennedy cancelled their air support tokeep United States involvement a secret, and the

Reading Check


The Space ProgramThe space program expanded significantly

when President Kennedy announced his deter-mination to beat the Soviets to the moon. Bythe time Neil Armstrong and Edwin (“Buzz”)Aldrin walked on the moon in 1969, theNational Aeronautics and SpaceAdministration (NASA) had spent over $33 billion. Since that time, NASA expendi-tures have affected far more than spacemissions. NASA research findings haveadvanced knowledge of the nature of theuniverse, and people have applied themto many technical fields and manufac-turing processes.

Moon boot material developed forthe space program is used in many running shoes. It hasimproved shock absorption andprovides superior stability andmotion control.

➤

726


ELA: Page 726: Gr9/10/11: 10B;Page 727: Gr9/10/11: 6A



Name Date Class

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your text-book. Then use the information under the correct subheading to help you write each answer.

I. Kennedy Confronts Global Challenges

A. What may have been the most dramatic foreign episode President Kennedy faced?

B. How did Kennedy attempt to reduce the threat of nuclear war and stem

communism?

C. What was Kennedy’s “flexible response”?

D. Where did Kennedy want to renew diplomatic focus?

E. What was the Peace Corps?

F. What was the space race?


Background: When the Sovietslaunched Sputnik I on October 4,1957, American scientists were con-cerned about the military implica-tions. The launching of Sputnik II amonth later caused even more con-cern. Much larger than its predeces-sor and carrying a passenger—a dognamed Laika—Sputnik II was pro-pelled into space by an incrediblypowerful rocket, which might, itseemed, be modified to carry mis-siles against the United States.

Answer: the spread of communism,the Cuban missile crisis, LatinAmerican relations, and reducing thethreat of nuclear war

The names of the early manned spaceprograms, Mercury, Gemini, and Apollo,were based on mythology. In Romanmythology, for example, Mercury was themessenger of the gods. Apollo carried thesun across the sky in his chariot each day.ELA: Gr9/10/11: 6D MEETING SPECIAL NEEDSMEETING SPECIAL NEEDS

Visual/Spatial Many Americans found inspiration in Kennedy’s idealism, grieved at his death, andrecaptured some hope for their country in President Johnson’s determination. Ask students to cre-ate a poster that they feel captures the essence of President Kennedy’s “New Frontier” or of hishandling of international issues. L1 US: 25D; ELA: Gr9/10/11: 21B, 21C


expected popular uprising never happened. Withintwo days, Castro’s forces killed or captured almostall the members of La Brigada.

The Bay of Pigs was a dark moment for theKennedy administration. The action exposed anAmerican plot to overthrow a neighbor ’s govern-ment, and the outcome made the United States lookweak and disorganized.

The Berlin Wall Goes Up Still reeling from the Bayof Pigs fiasco, Kennedy faced another foreign policychallenge beginning in June 1961 when he met withKhrushchev in Vienna, Austria. The Soviet leaderwas determined to test the resolve of the young pres-ident. Khrushchev also wanted to stop the flood ofGermans pouring out of Communist East Germanyinto West Berlin. He demanded that the Westernpowers recognize East Germany and that the UnitedStates, Great Britain, and France withdraw fromBerlin, a city lying completely within East Germany.Kennedy refused and reaffirmed the West’s commit-ment to West Berlin.

Khrushchev retaliated by building a wall throughBerlin, blocking movement between the Soviet sector

and the rest of the city. Guards posted along the wallshot at many of those attempting to escape from theEast. For nearly 30 years afterward, the Berlin Wallstood as a visible symbol of the Cold War divisionbetween East and West.

The Cuban Missile Crisis By far the most terrifyingcrisis of the Kennedy era occurred the next year. Onceagain, the crisis dealt with Cuba. Over the summer of1962, American intelligence agencies learned thatSoviet technicians and equipment had arrived in Cubaand that military construction was in progress. Then,on October 22, President Kennedy announced on tele-vision that American spy planes had taken aerial pho-tographs showing that the Soviet Union had placedlong-range missiles in Cuba. Enemy missiles stationedso close to the United States posed a dangerous threat.

Kennedy ordered a naval blockade to stop theSoviets from delivering more missiles, demanded thatthey dismantle existing missile sites, and warned thatif any weapons were launched against the UnitedStates, he would respond fully against the SovietUnion. Still, work on the missile sites continued.Nuclear holocaust seemed imminent.


A communications satellite now in develop-ment will provide better telephone, television, and data service between western Europe, the Americas, and Africa. Another communications satellite has improvedship-to-shore communications, which used to be interruptedfrequently by bad weather.

Increased Safety ➤Remote-controlled robots reduce humaninjury levels because they can performhazardous tasks men and women usedto carry out. Robots can also performoperations no human being ever could,such as volcano research on the PunaRidge of Kilauea, Hawaii.

Social Studies TAKS tested at Grades 10/11: Obj 1: US6D(11)

Assistance for People With DisabilitiesThe NASA tele-operator and robot technology was used to develop a voice-controlled wheelchair and manipulator. Using a minicomputer, the wheel-chair responds to 35 single-word voice commands, helping physically

challenged people perform tasks like picking up packages, openingdoors, and turning on appliances.

➤

727


US HISTORY: Page 726: 1A, 19B,23B; Page 727: 1A, 6D, 23B, 25A


Writing a Speech Have stu-dents write speeches thatPresident Kennedy might havegiven during the Cuban missilecrisis. Ask volunteers to presenttheir speeches to the class. L3 US:6G, 14C, 24B, 24C, 24G, 25C, 25D; ELA:Gr9/10/11: 1A, 1B

Use the rubric for an oralpresentation, monologue, song,or skit on pages 67–68 in thePerformance AssessmentActivities and Rubrics.

Proud Words Almost two years after theBerlin Wall was built, President Kennedypaid tribute to the spirit of Berliners whenhe spoke to a crowd gathered near thewall. He said, “All free men, whereverthey may live, are citizens of Berlin. And,therefore, as a free man, I take pride inthe words ‘Ich bin ein Berliner’ (I am aBerliner).”

Although the city of Berlin had beendivided into East Berlin and West Berlinsince the end of World War II, in August1961 an actual wall of concrete, barbedwire, and stone was erected.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Tell students that through the Peace Corps, American volunteers offer help todeveloping nations around the world. Ask students to imagine that they want to join the PeaceCorps today. Have them research the process and write a short report about what they learn.Encourage students to use library and Internet resources for their research. Remind students thatthey are to gather information. They should not actually submit an application to the Peace Corps.The Internet address for the Peace Corps is www.peacecorps.gov. L2 US: 6G, 24A–D; 25A–D; ELA:Gr9/10/11: 13B, 13C

Use Interpreting PoliticalCartoons, Cartoon 27.

http://www.peacecorps.gov

Then, after a flurry of secret negotiations, theSoviet Union offered a deal. It would remove the mis-siles if the United States promised not to invadeCuba and to remove its missiles from Turkey near theSoviet border. As American officials considered theoffer, letters and cables flew between the two leadersand their chief advisers.

The reality was that neither Kennedy norKhrushchev wanted nuclear war. “Only lunatics . . .who themselves want to perish and before they diedestroy the world, could do this,” wrote the Sovietleader. Still, the dangerous standoff persisted. OnOctober 28, the leaders reached an agreement.Kennedy publicly agreed not to invade Cuba and pri-vately agreed to remove the Turkish missiles; theSoviets agreed to remove their missiles from Cuba.The world could breathe again.

The Impact of the Cuban Missile Crisis TheCuban missile crisis brought the world closer tonuclear war than at any time since World War II.Both the United States and the Soviet Union hadbeen forced to consider the consequences of such awar. In the following months, each country seemedready to work to lessen world tensions. In August1963, the United States and the Soviet Union con-cluded years of negotiation by agreeing to a treatyto ban the testing of nuclear weapons in the

atmosphere—the first step toward mutual armsreduction since the beginning of the Cold War.

In the long run, however, the missile crisis hadominous consequences. The humiliating retreat theUnited States forced upon the Soviet leadershipundermined the position of Nikita Khrushchev andcontributed to his fall from power a year later. Thenew leadership was less interested in reaching agree-ments with the West. Perhaps more important, thecrisis gave the Soviets evidence of their military infe-riority and helped produce a dramatic Soviet armsbuildup over the next two decades. This buildup con-tributed to a comparable military increase in theUnited States in the early 1980s. For a time, the armsrace undermined American support for negotiatingwith the Soviets.

Summarizing How was the Cubanmissile crisis resolved?

The Death of a PresidentSoon after the Senate ratified the test ban treaty,

John F. Kennedy’s presidency came to a shocking andtragic end. On November 22, 1963, Kennedy and hiswife traveled to Texas with Vice President LyndonJohnson for a series of political appearances. As thepresidential motorcade rode slowly through the

Reading Check

Cold War Peak Fears of communism peaked during theCuban missile crisis. Routine reconnaissance flights over Cubarevealed the construction of missile sites, fueling facilities, andlaunch pads. What steps did Kennedy take to deal with thecrisis?

History

Social Studies TAKS tested at Grades 10/11: Obj 1: US6D(11); Obj 5: WH25C(10), US24B(11)

728


ELA: Page 728: Gr9/10/11: 8B,10B, 19B, 20B; Gr9: 7G; Gr10/11: 7F;Page 729: Gr9/10/11: 1A, 1B, 4A,4B, 4D, 4F, 6A, 7B–D, 8B, 10A, 10B,19B, 20B; Gr9: 7I; Gr10/11: 7H


History

Answer: He announced the existenceof the missiles, ordered a naval block-ade, demanded the dismantling of thesites, warned that the U.S. was readyto respond with force to any attack,and negotiated a settlement with theSoviet Union.

Answer: It was resolved throughnegotiations. The Soviet Unionagreed to remove the missiles andKennedy publicly agreed not toinvade Cuba. Privately, Kennedyagreed to remove missiles fromTurkey.






JFK AND THE COLD WAR

KEY TERMS AND NAMES

flexible response the policy of allowing conventional troops and weapons to be used againstCommunist movements (page 725)

Peace Corps an organization that sent young Americans to perform humanitarian services inless developed nations (page 725)

space race vying for dominance of space to increase competitive positions on Earth (page 725)

Berlin Wall a wall built by the Soviet Union through Berlin to keep Germans from leaving EastGermany into West Berlin (page 727)

Warren Commission a commission headed by Chief Justice Warren that concluded that Oswaldwas the lone assassin of President Kennedy (page 729)

Name Date Class

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYComparing Most people in the United States alive at the time of President Kennedy’s assassina-tion remember what they were doing when they heard the news. Ask students to compare theimpact of the assassination on the lives of Americans to the impact of the events of September 11,2001. In small groups have students compare the two tragedies in terms of their impact on thelives of Americans. L2 US: 24B; ELA: Gr9/10: 16E; Gr11: 15E



Checking for Understanding1. Define: flexible response, space race.2. Identify: Peace Corps, Berlin Wall,

Warren Commission.3. Explain the goals of the Alliance for

Progress.

Reviewing Themes4. Science and Technology What was

Kennedy’s goal for the United States in the space race?

Critical Thinking5. Interpreting What was the role of for-

eign aid in the relations between theUnited States and Latin America?

6. Organizing Use a graphic organizersimilar to the one below to list the pro-grams that Kennedy used to reduce thethreat of nuclear war and to try to stemcommunism.

Analyzing Visuals7. Analyzing Photographs Study the

photographs on pages 726–727.Explain how space exploration has ledto other innovations that have affectedour daily lives and standard of living.

Programs 8. Descriptive Writing Take on the roleof an American citizen during theCuban missile crisis. Write a journalentry describing the mood of thecountry during that time.

crowded streets of Dallas, gunfire rang out. Someonehad shot the president twice—once in the throat andonce in the head. Horrified government officials spedKennedy to a nearby hospital, where he was pro-nounced dead moments later.

Lee Harvey Oswald, the man accused of killingKennedy, appeared to be a confused and embitteredMarxist who had spent time in the Soviet Union. Hehimself was shot to death while in police custodytwo days after the assassination. The bizarre situa-tion led some to speculate that the second gunman,local nightclub owner Jack Ruby, killed Oswald toprotect others involved in the crime. In 1964 anational commission headed by Chief Justice Warrenconcluded that Oswald was the lone assassin. Thereport of the Warren Commission left some ques-tions unanswered, and theories about a conspiracy tokill the president have persisted, though none hasgained wide acceptance.

In the wake of the assassination, the United Statesand the world went into mourning. Americans acrossthe land sobbed in public. Thousands traveled toWashington, D.C., and waited in a line that stretchedfor several miles outside the Capitol in order to walksilently past the president’s flag-draped casket.Millions of others spent hours in front of their televi-sions, simply watching people file past the casket. InRome, Italy, people brought flowers to the Americanembassy. In the streets of New Delhi, India, crowdswept. In Africa, the president of Guinea said, “I havelost my only true friend in the outside world.”

John F. Kennedy served as president for little morethan 1,000 days. Yet his powerful personality andactive approach to the presidency made a profoundimpression on most Americans. Aided by the tidal

wave of emotion that followed the president’s death,his successor, Lyndon Baines Johnson, would set outto promote many of the programs that Kennedy leftbehind.

Evaluating How did Kennedy’spresidency end?

Reading Check

A Final Salute John F. Kennedy, Jr. (right) bravely salutes his father’s coffinduring the state funeral. How did people around the world react to JFK’sassassination?

History

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Section Quiz 23–2


Column A

1. banned the testing of nuclear weapons in the atmosphere

2. astronaut who stepped onto the moon

3. national commission to investigate the assassination ofPresident Kennedy

4. program aimed at helping less developed nations fightpoverty

5. Cuban exiles who were secretly trained and armed by the CIA

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question (10 points each)


★ ScoreChapter 23

Section Quiz 23-2

Column B

A. La Brigada

B. WarrenCommission

C. Peace Corps

D. test ban treaty

E. Neil Armstrong

History

Answer: People brought flowers toAmerican embassies or wept.Ask: When was President Kennedyassassinated? (November 22, 1963)

Answer: He was assassinated.

ReteachHave students describeKennedy’s plan for the armedforces. US: 24B; ELA: Gr9/10: 16E;Gr11: 15E

Enrich Invite interested students to cre-ate a video history of howAmericans remember the assas-sination of President Kennedy.Suggest that students work inpairs to videotape interviewswith people about where theywere, how they felt, and whatthey remember about the day ofthe assassination and the daysleading up to and including thefuneral. US: 24B, 25C, 25D; ELA:Gr9/10: 16A–E; Gr11: 15A, 15B, 15D, 15E

4 CLOSEHave students explain how theCold War influenced foreign aidand the space program. US: 6G,6H, 14C, 24B; ELA: Gr9/10: 16E; Gr11:15E

1. Terms are in blue. US: 25A2. Peace Corps (p. 725), Berlin Wall

(p. 727), Warren Commission (p. 729)

3. The goals were to create coopera-tive aid projects that helped estab-lish better schools, improve hous-ing, distribute land more equitably,

and improve health care.4. to beat the Soviets to the moon5. to help governments stay in power

and prevent Communist revolutions

6. conventional weaponry program,aid to foreign governments, thePeace Corps US: 19B, 25C

7. Space discoveries have providednew solutions to problems faced by the disabled as well asscientists. US: 23B

8. Journal entries will vary but shouldfocus on emotions. US: 25D

N O T E B O O K N O T E B O O K

V E R B A T I MV E R B A T I M

EyewitnessEyewitnessOn May 22, 1964, PRESIDENT LYNDON JOHNSON delivered a speech inAnn Arbor, Michigan, outlining his domestic agenda that would becomeknown as “The Great Society.” Speechwriter and policy adviser RichardGoodwin watched the speech on videotape the next morning back inWashington. He recalls his reaction:

Then, with the cheers, at first muted as if the audience were surprisedat their own response, then mounting toward unrestrained, acceptingdelight, Johnson concluded: “There are those timid souls who say . . . weare condemned to a soulless wealth. I do not agree. We have the powerto shape civilization. . . . But we need your will, your labor, your hearts. . . .So let us from this moment begin our work, so that in the future menwill look back and say: It was then, after a long and weary way, that manturned the exploits of his genius to the full enrichment of his life.”

Watching the film in the White House basement, almost involuntarily I added my applause to the tumultuous acclaim coming from the soundtrack. . . . I clapped for the President, and for our country.

Match these rock ’n’ roll headliners with their supporting acts.

1. Paul Revere and a. the Union Gap

2. Martha and b. the Supremes

3. Gary Puckett and c. the Miracles

4. Gladys Knight and d. the Vandellas

5. Smokey Robinson and e. the Raiders

6. Diana Ross and f. the Pips

W H A T I S A P I P , A N Y W A Y ?W H A T I S A P I P , A N Y W A Y ?

“Is there any place we can catch

them? What can we do? Are we

working 24 hours a day? Can we go

around the moon before them?”PRESIDENT JOHN F. KENNEDY,to Lyndon B. Johnson, after hearingthat Soviet cosmonaut Yuri Gagarin

had orbited the earth, 1961

“It was quite a day. I don’t know

what you can say about a day when

you see four beautiful sunsets. . . .

This is a little unusual, I think.”COLONEL JOHN GLENN,in orbit, 1962

“There are tens of millions of

Americans who are beyond the

welfare state. Taken as a whole

there is a culture of poverty . . .

bad health, poor housing, low

levels of aspiration and high levels

of mental distress. Twenty percent

of a nation, some 32,000,000.”MICHAEL HARRINGTON,The Culture of Poverty, 1962

“I have a dream.”MARTIN LUTHER KING, 1963

“I don’t see an American

dream; . . . I see an American

nightmare . . . Three hundred and

ten years we worked in this country

without a dime in return.”MALCOLM X, 1964

“The Great Society rests on

abundance and liberty for all. It

demands an end to poverty and

racial injustice.”LYNDON B. JOHNSON, 1964

“In 1962, the starving residents

of an isolated Indian village

received 1 plow and 1,700 pounds

of seeds. They ate the seeds.”PEACE CORPS AD, 1965

answers:1. e ; 2. d; 3. a; 4. f; 5. c; 6. bB

ETTM

AN

N/C

OR

BIS


TEACHEyewitness Tell students that PresidentJohnson delivered his speech sixmonths after Kennedy’s assassi-nation. His words set a clearagenda for the nation. Ask stu-dents to identify the particularphrases that they found inspir-ing. Then ask why they thinkthis speech was important bothfor the president and for theAmerican public. Have inter-ested students use library andInternet resources to readJohnson’s entire speech.

VerbatimHave students review the quotesin the Verbatim section and dis-cuss each item as it related to thepeople and themes found intheir textbook. Have studentsresearch a current political, eco-nomic, or social issue. Havethem create a list of quotationsabout the issue along with abrief statement explaining thequote, identifying the personquoted, and how the quoterelates to the issue. Ask studentsto share their lists in a class discussion. US: 24A

What Is a Pip, Anyway? Have students work in pairs tocreate a matching game that listspopular groups today in one col-umn and the lead singer(s) in theother column. Have students seehow other students, their parentsor guardians, or their youngersiblings do on the quiz.

Visit the Web site atwww.time.com for up-to-datenews, weekly magazine articles,editorials, online polls, and anarchive of past magazine andWeb articles.

730

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating a Magazine Spread Organize the class into small groups. Assign each group one of theyears in the 1960s and ask them to create their own two-page magazine spread for the year.Encourage students to use elements similar to those that appear in the Time Notebook, but to becreative as they select information that is of particular interest. Students should look at currentmagazines and books for ideas about page design. This activity can be completed using desktoppublishing software or the more traditional cut-and-paste method. US: 1B, 24A–D, 25A–D; ELA:Gr9/10/11: 1A, 1B, 8A, 8BUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

ELA: Page 730: Gr9/10/11: 8B;Page 731: Gr9/10/11: 8B


http://www.time.com

N O T E B O O K

N U M B E R S

N E W F R O N T I E R S : 1 9 6 1 – 1 9 6 8

MilestonesPERFORMED IN ENGLISH, 1962.THE CATHOLIC MASS, followingPope John XXIII’s Second VaticanCouncil. “Vatican II” allows theLatin mass to be translated intolocal languages around the world.

ENROLLED, 1962. JAMESMEREDITH, at the University ofMississippi, following a SupremeCourt ruling that ordered hisadmission to the previouslysegregated school. Rioting and a showdown with state officialswho wished to bar his enrollmentpreceded Meredith’s entrance to classes.

BROKEN, 1965. 25-DAY FAST BYCÉSAR CHÁVEZ, labor organizer.His protest convinced others tojoin his nonviolent strike againstthe grape growers; shoppersboycotted table grapes in sympathy.

STRIPPED, 1967. MUHAMMADALI, of his heavyweight championtitle, after refusing induction intothe army following a rejection ofhis application for conscientiousobjector status. The boxer wasarrested, given a five-yearsentence, and fined $10,000.

PICKETED, 1968. The MissAmerica Pageant in Atlantic City, byprotesters who believe the contest’semphasis on women’s physicalbeauty is degrading and minimizesthe importance of women’s intellect.

REMOVED, 1968. TOY GUNS,from the Sears, RoebuckChristmas catalog after theassassinations of Martin LutherKing, Jr., and Robert Kennedy.

7% of African American adultsregistered to vote in Mississippiin 1964 before passage of theVoting Rights Act of 1965

67% of African Americanadults in Mississippi registeredto vote in 1969

70% of white adultsregistered to vote in 1964,nationwide

90% of white adultsregistered to vote nationwide in 1969

57 Number of days senatorsfilibustered to hold up passageof the Civil Rights Bill in 1964

141/2 Hours duration of all-night speech delivered bySenator Robert Byrd before acloture vote stopped the filibuster

72% of elementary and high school teachers approve of corporal punishment as adisciplinary measure in 1961

$80–90 Weekly pay for aclerk/typist in New York in 1965

$200 Rent for a two-bedroom apartment at Broadwayand 72nd Street on New YorkCity’s Upper West Side in 1965

N U M B E R S

AP

RA

LPH

MO

RS

E/TIM

EP

IX

HU

LTON

-DE

UTS

CH

CO

LLEC

TION

/CO

RB

IS

Space RaceWant to capture some of the glamour and excitement of spaceexploration? Create a new nickname for your city. You won’t be the first.

CITY NICKNAMEDanbury, CT Space Age City

Muscle Shoals, AL Space Age City

Houston, TX Space City, USA

Galveston, TX Space Port, USA

Cape Kennedy, FL Spaceport, USA

Blacksburg, VA Space Age Community

Huntsville, AL Rocket City, USASpace City, USASpace Capital of the NationSpace Capital of the World

John Glenn, first American to orbit Earth


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EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTPopular Culture In 1963 the top 10 television programs were: 1. The Beverly Hillbillies,2. Bonanza, 3. The Dick Van Dyke Show, 4. Petticoat Junction, 5. The Andy Griffith Show, 6. TheLucy Show, 7. Candid Camera, 8. The Ed Sullivan Show, 9. The Danny Thomas Show, and 10. MyFavorite Martian. The Limbo Rock, introduced by Chubby Checker, was the popular dance craze.The Beach Boys, with their melodic songs about hot rods and surfing, had five hit songs in 1963.Cleopatra, a film starring Elizabeth Taylor and Richard Burton, opened and was the most expensivefilm ever made to that date.

CLOSEHave students find out the number of registered voters who voted in the last presiden-tial election. Students may focuson either national results orthose from their own state orcommunity. US: 24A; ELA:Gr9/10/11: 4C, 13B

Portfolio Writing ProjectHave students research one of the follow-ing people: John Glenn, Pope John XXIII,James Meredith, César Chávez,Muhammad Ali, Martin Luther King, Jr., orRobert Kennedy. Ask students to write aone-page essay about the person’s contri-butions to history. US: 24A, 25D; ELA:Gr9/10/11: 1A, 1B

Creating a Nickname Have stu-dents research whether their cityor county has a nickname, andwhat local history might haveled to it. Then have studentswork in small groups to find anew nickname based on contem-porary events, products, or repu-tation. Encourage students to becreative, but to select somethingthat positively characterizes thearea. List the groups’ ideas onballots. Have students vote fortheir top three choices. Tally theresponses and identify the newnickname for the area. Have stu-dents give their suggested nick-name to a local political leader.US: 24A, 25D; ELA: Gr9/10/11: 4C

US HISTORY: Page 730: 1A, 19C,20A; Page 731: 1A, 7A, 21A, 24H


November 1963Johnson becomes presidentupon Kennedy’s death


✦June 1964 ✦August 1965

Johnson Takes the ReinsJohn Rath’s life was not the image that many Americans had of their country in the

mid-1960s. The United States that President Lyndon Johnson inherited from John F.Kennedy appeared to be a booming, bustling place. From new shopping malls to newroads with new cars to fill them, everything in the country seemed to shout prosperity.

Away from the nation’s affluent suburbs, however, was another country, one inhabitedby the poor, the ill-fed, the ill-housed, and the ill-educated. Writer Michael Harringtonexamined the nation’s impoverished areas in his 1962 book, The Other America. Harringtonclaimed that while the truly poor numbered almost 50 million, they remained largely

In 1961, 61-year-old John Rath lived in a sparsely furnished room in Chicago. In the roomsat a stove, a sink, a package of cereal, and a tiny icebox. The plaster on the wall was crum-bling, the ceiling was cracked, and the window shades were smudged. Telling his story to aninterviewer, Rath said:

“I come home to an empty room. I don’t even have a dog. No, this is not the kind of life Iwould choose. If a man had a little piece of land or something, a farm, or well . . . anyway,you’ve got to have something. You sit down in a place like this, you grit your teeth, you followme? So many of them are doing that, they sit down, they don’t know what to do, they go out.I see ’em in the middle of the night, they take a walk. Don’t know what to do. Have no homeenvironment, don’t have a dog, don’t have nothing . . . just a big zero.”

—quoted in Division Street: America

The Great Society

Urban poverty in Chicago

✦January 1965

August 1964Congress enacts EconomicOpportunity Act

November 1964Johnson wins electionas president

July 1965Congress passes Medical Care Act,establishing Medicare and Medicaid

✦November 1963


Main IdeaLyndon Johnson succeeded John F.Kennedy as president and greatlyexpanded Kennedy’s agenda with far-reaching programs in many areas.

Key Terms and Namesconsensus, war on poverty, VISTA, GreatSociety, Medicare, Medicaid, Head Start,Robert Weaver

Reading StrategyOrganizing As you read about LyndonJohnson’s presidency, complete a graphicorganizer similar to the one below to listthe social and economic programs startedduring his administration.

Reading Objectives • Explain what inspired Johnson’s Great

Society programs.• Identify several specific health

and employment programs of theJohnson administration.

Section ThemeGovernment and Democracy In a timeof prosperity, President Johnson wonsupport for extending government aid tothe poor and elderly.

Johnson’sPrograms

732

1 FOCUSSection OverviewThis section focuses on theJohnson administration.




Comparing and Contrasting


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: BTeacher Tip: Remind students to compare the items in thetable before making a decision.UNIT

7Chapter 23

CONTROLLING U.S. IMMIGRATION

THE NATIONAL ORIGINSACT OF 1924

THE IMMIGRATIONREFORM ACT OF 1965

This act eliminated the “national origins” quota system, which had given preference to northwestern Europeans.

150,000 immigrants could be admitted per year.

There was no quota system—or restrictions—for immigrants from the Western Hemisphere.

This act established a “national origins” quota system that allowed a percentage of each ethnic group to immigrate. The percentage was based on the 1920 census for each ethnic group.

170,000 immigrants could be admitted per year from the Eastern Hemisphere.

120,000 immigrants could be admitted per year from the Western Hemisphere.

Directions: Answer the followingquestion based on the table.

How did the ImmigrationReform Act of 1965 changethe immigration policy forpeople from the WesternHemisphere?

A Neither act controlled immi-gration from the WesternHemisphere.

B The Act of 1965 limited thenumber of immigrants fromthe Western Hemispherewhile the Act of 1924 did not.

C The Act of 1965 did not affectimmigrants from the WesternHemisphere.

D The Act of 1965 increased thenumber of immigrants admit-ted from the WesternHemisphere.



ELA: Page 732: Gr9/10/11: 4D, 6A,7D, 7F, 8B; Page 733: Gr9/10/11:8B, 19B, 20B


Guide to Reading

Answers to Graphic: Programsinclude Higher Education Act, HUD,Job Corps, Medicaid, Medicare,Project Head Start. (See chart, page736 for summary.)

Preteaching VocabularyHave students create a database ofthe Key Terms and Names thatincludes a definition and other impor-tant facts. US: 25A; ELA: Gr9/10/11:6A


Reproducible Masters• Reproducible Lesson Plan 23–3• Daily Lecture and Discussion Notes 23–3• Guided Reading Activity 23–3• Section Quiz 23–3• Reading Essentials and Study Guide 23–3• Performance Assessment Activities and

Rubrics



hidden in city slums, in rural areas, in the Deep South,and on Native American reservations.

Harrington’s book moved many Americans andinspired both President Kennedy and his successor,Lyndon Johnson, to make the elimination of povertya major policy goal. The nation was prosperous, andmany leaders had come to believe that the economycould be managed so that prosperity would be per-manent. Thus it would be immoral not to devotenational resources to reducing human suffering.

Lyndon Johnson invoked these ideals during thefirst dramatic days of his presidency. Immediatelyafter President Kennedy was pronounced dead, offi-cials whisked Johnson to the airport. At 2:38 P.M. onNovember 22, 1963, he stood in the cabin of Air ForceOne, the president’s plane, with Jacqueline Kennedyon one side of him and his wife, Lady Bird, on theother. Johnson raised his right hand, placed his lefthand on a Bible, and took the oath of office.

Johnson knew that he had to assure a stunnedpublic that he could hold the nation together, that hewas a leader. He later recalled the urgency withwhich he had to act:

“A nation stunned, shaken to its very heart, had tobe reassured that the government was not in a stateof paralysis . . . that the business of the United Stateswould proceed. I knew that not only the nation butthe whole world would be anxiously following everymove I made—watching, judging, weighing, balanc-ing. . . . It was imperative that I grasp the reins ofpower and do so without delay. Any hesitation orwavering, any false step, any sign of self-doubt, couldhave been disastrous.”

—quoted in Lyndon Johnsonand the American Dream

Days after the assassination, Johnson appearedbefore Congress and urged the nation to move on.“The ideas and ideals which [Kennedy] so nobly rep-resented must and will be translated into effectiveaction,” he stated. “John Kennedy’s death commandswhat his life conveyed—that America must moveforward.”

Johnson’s Leadership Style Lyndon Baines Johnsonwas born and raised in the “hill country” of centralTexas, near the banks of the Pedernales River. Heremained a Texan in his heart and in his life.

Johnson’s style posed a striking contrast withKennedy’s. He was a man of impressive stature whospoke directly, convincingly, and even roughly attimes. His style was more that of a persuasive and

personable politician than of the elegant society man.Finding it difficult to gain acceptance from theEastern establishment in the nation’s capital, he oftenreveled in his rough image.

Johnson had honed his style in long years of pub-lic service. By the time he became president at age 55,he already had 26 years of congressional experiencebehind him. He had been a congressional staffer, amember of the U.S. House of Representatives, a U.S.senator, Senate majority leader, and vice president.

As he moved up the political ladder, Johnsondeveloped a reputation as a man who got thingsdone. He did favors, twisted arms, bargained, flat-tered, and threatened. The tactics he used to per-suade others became known throughout Washingtonas the “Johnson treatment.” Several writers describedthis often overpowering and intimidating style:

“The Treatment could last ten minutes or fourhours. . . . Its tone could be supplication, accusation,cajolery, exuberance, scorn, tears, complaint, the hintof threat. It was all these together. . . . Interjectionsfrom the target were rare. Johnson anticipated them

Home on the Range Bornand raised in Texas, PresidentJohnson loved to get back to hisranch in the Texas hill country.How does this image contrastwith those of his predecessors?

History

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2 TEACHDaily Lecture and Discussion Notes 23–3

I. Johnson Takes the Reins (pages 732–735)

A. Lyndon Johnson took office during what seemed like a prosperous time for the UnitedStates. In reality however, away from the nation’s affluent suburbs were some 50 mil-lion poor. Kennedy and Johnson made the elimination of poverty a major policy goaland promised to devote national resources to reduce human suffering.

B. Johnson differed from Kennedy’s elegant society image. Johnson, a Texan, spokedirectly and roughly at times. He sought ways to find consensus, or general agree-ment. His ability to build coalitions made him one of the most effective and powerfulleaders in Senate history.

C J h d l d th t hi d i i t ti i diti l t



Did You Know? Lyndon Johnson taught English at the SamHouston High School in Houston, Texas.


History

Answer: Students should recognizethat Johnson’s image was consideredrough compared to Kennedy’s.Ask: Where was Johnson born?(Texas)

What’s in a Name? Lyndon BainesJohnson was the second man namedJohnson to assume the mantle of thepresidency after an assassination. AndrewJohnson became president after PresidentLincoln was killed.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYIdentifying Influences Students will understand President Johnson better if they know somethingabout his early years. Organize the class into small groups. Have the groups assign various topics togroup members. Topics may include Johnson’s hometown, home life, family social position, familymembers, favorite sports and hobbies, and schooling. The groups will meet to assemble a wordportrait of President Johnson based on the information each group member finds. Have the groupsshare their word portraits with the class. US: 19C, 24A–D, 25B–D; ELA: Gr9/10/11: 13B; Gr9/10:16E; Gr11: 15EUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

Creating a Poster Have stu-dents create a poster that illus-trates one of the Great Societyinitiatives. Encourage studentsto use a before-and-after tech-nique in which the poster showsboth the need for the initiativeand the proposed result of theprogram. L1 US: 6H, 19C, 24B,25C, 25D; ELA: Gr9/10/11: 13C

ELL

Rural Poverty Photographs such as this one of AliceMae Wyatt and her children—6-year-old Sally and 17-month-old Henry—shocked many Americans and wonsupport for Johnson’s programs. Why was the presidentso concerned about poverty?

History

“. . . many Americanslive on the outskirts

of hope . . .”—Lyndon Johnson

“. . . many Americanslive on the outskirts

of hope . . .”—Lyndon Johnson

before they could be spoken. He moved in close, hisface a scant millimeter from his target, his eyeswidening and narrowing, his eyebrows rising andfalling. From his pocket poured clippings, memos, sta-tistics. Mimicry, humor, and the genius of analogymade The Treatment an almost hypnotic experienceand rendered the target stunned and helpless.”

—from Lyndon Johnson: The Exercise of Power

With every technique he could think of, Johnsonsought to find consensus, or general agreement. Hisability to build coalitions had made him one of themost effective and powerful leaders in the Senate’shistory.

A War on Poverty As president, Johnson used hisconsiderable talents to push through a number ofKennedy’s initiatives. Before the end of 1964, he wonpassage of a tax cut, a major civil rights bill, and asignificant anti-poverty program.

Why was this powerful man so concerned aboutpoor people? Johnson liked to exaggerate the poorconditions of his childhood for dramatic effect, but

he had in fact known hard times. He had also seenextreme poverty firsthand in a brief career as ateacher in a low-income area. Johnson understoodsuffering, and he believed deeply in social action. Hefelt that a wealthy, powerful government could andshould try to improve the lives of its citizens.Kennedy himself had said of Johnson, “He reallycares about this nation.” Finally, there was Johnson’sambition. He wanted to achieve great things so thathistory would record him as a great president.Attacking poverty was a good place to begin.

Plans for an anti-poverty program were already inplace when Johnson took office, and he knew that hewould be able to command strong support for anyprogram that could be linked to Kennedy. In his Stateof the Union address to Congress in 1964, barelyseven weeks after taking office, President Johnsontold his audience: “Unfortunately, many Americanslive on the outskirts of hope, some because of theirpoverty and some because of their color and all toomany because of both.” Johnson concluded hisspeech by announcing that his administration wasdeclaring an “unconditional war on poverty inAmerica.”

734


ELA: Page 734: Gr9/10/11: 6A, 8B,19B, 20B; Page 735: Gr9/10/11:10B, 19B, 20B



Name Date Class

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that bestcomplete the sentence. Refer to your textbook to fill in the blanks.

1. Away from the nation’s affluent suburbs was another country, one inhabited by the

, the , the , and the

.

2. Many leaders had come to believe that it would be immoral not to devote

to reducing .

3. President Johnson’s ability to build had made him one of the

most leaders in the Senate’s history.

4. Before the end of 1964, President Johnson had won passage of a , a

major , and a significant .

5. President Johnson felt that a wealthy, powerful government could and should try

to .


History

Background: The images in this picture present a sharp contrast to the prosperity many Americans hadexperienced in the years after WorldWar II.Answer: He had known hard timesand felt a wealthy nation should try toimprove living standards for all.Ask: What was the name ofJohnson’s antipoverty program?(the war on poverty)

Writing a Letter Have studentsplay the role of a member of oneof the groups that had not expe-rienced economic prosperityafter World War II. From thepoint of view of the person theyare playing, have students writea letter to President Johnsonexplaining what life is like andasking him to help. L2 US: 6H;ELA: Gr9/10/11: 1A, 1B

Use the rubric for a diary,short story, memorandum, or let-ter on pages 69–70 in thePerformance AssessmentActivities and Rubrics.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVisual/Spatial Have interested students examine the photograph on page 734 and then researchother scenes of poverty from the 1960s. Based on their research, have students draw or paint ascene depicting the reality of poverty. Encourage students to focus on the expressions of the peo-ple living in poverty. L2


By the summer of 1964, Johnson had convincedCongress to pass the Economic Opportunity Act. Theact established a wide range of programs aimed atcreating jobs and fighting poverty. It also created anew government agency, the Office of EconomicOpportunity (OEO) to coordinate the new programs.Many of the new programs were directed at youngAmericans living in the inner city. The NeighborhoodYouth Corps provided work-study programs to helpunderprivileged young men and women earn a highschool diploma or college degree. The Job Corps triedto help young unemployed people find jobs. One ofthe more dramatic programs introduced was VISTA(Volunteers in Service to America), which was essentially a domestic Peace Corps. VISTA put youngpeople with skills and community-minded ideals towork in poor neighborhoods and rural areas to helppeople overcome poverty.

The Election of 1964 As early as April 1964, Fortunemagazine declared, “Lyndon Johnson has achieved abreadth of public approval few observers would havebelieved possible when he took office.” Johnson hadlittle time to enjoy such praise, for he was soon to runfor the office he had first gained through a tragic event.

Johnson’s Republican opponent in the 1964 presi-dential election was Barry Goldwater of Arizona, asenator known for his outspoken conservatism. Heset the tone for his campaign when he accepted hisparty’s nomination, declaring, “Extremism in thedefense of liberty is no vice! And let me remind youalso that moderation in the pursuit of justice is novirtue!”

Few Americans were ready to embrace Goldwater’smessage, which was too aggressive for a nation nerv-ous about nuclear war. On Election Day, Johnson wonin a landslide, winning all but five southern states andArizona. “For the first time in my life,” he said later, “Itruly felt loved by the American people.”

Examining What inspired the waron poverty?

The Great SocietyAfter his election, Johnson began working with

Congress to create the “Great Society” he had prom-ised during his campaign. In this same period, majorgoals of the civil rights movement were achievedwith the passage of the Civil Rights Act of 1964,which barred discrimination of many kinds, and theVoting Rights Act of 1965, which ensured AfricanAmericans’ right to vote.

The Great Society was Johnson’s vision of themore perfect and equitable society the UnitedStates could and should become. According to BillMoyers, who served as Johnson’s press secretary,Johnson admired Franklin Roosevelt and wanted tofulfill FDR’s mission. To do that would require aprogram that would be on the same large scale asthe New Deal.

Johnson’s goals were consistent with the times forseveral reasons. The civil rights movement hadbrought the grievances of African Americans to theforefront, reminding many that greater equality ofopportunity had yet to be realized. Economics alsosupported Johnson’s goal. The economy was strong,and many believed it would remain so indefinitely.There was no reason, therefore, that poverty could notbe significantly reduced—especially when some hadso much and others had so little.

Johnson first elaborated on the goals of the GreatSociety during a speech at the University of Michigan.It was clear that the president did not intend only toexpand relief to the poor or to confine governmentefforts to material things. The president wanted, hesaid, to build a better society for all, a society “whereleisure is a welcome chance to build and reflect, . . .where the city of man serves not only the needs of thebody and the demands of commerce but the desire forbeauty and the hunger for community. . . .”

Reading Check


Conservative Stance The extreme language of Senator Barry Goldwater’scampaign posed little challenge to President Johnson. How many states didGoldwater win?

History

Social Studies TAKS tested at Grades 10/11: Obj 4: US7A(11)

735


US HISTORY: Page 734: 1A, 14D,19A, 19C, 25A; Page 735: 1A, 7A,14D, 19C


Answer: the existence of pockets of extreme poverty in a generallyprosperous society

History

Answer: Goldwater carried six states—five Southern states and his homestate of Arizona.Ask: How did people react toGoldwater’s aggressive message?(They were nervous about nuclearwar and did not respond positively toGoldwater’s aggressiveness.)

Creating Circle Graphs Providethe data below and ask studentsto make a pair of circle graphsshowing the results of the presi-dential election of 1964. L2 US:8A, 24B, 24H, 25C, 25D; ELA:Gr9/10/11: 4D, 13C

Popular ElectoralCandidate Vote Vote

Goldwater, Rep. 27,178,188 52Johnson, Dem. 43,129,566 486

Use the rubric for creatinga map, display, or chart on pages65–66 in the PerformanceAssessment Activities andRubrics.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYEconomics Ask the economics teacher to discuss with your class transfer payments by which thegovernment transfers money from taxpaying citizens to needy people. Have the teacher providestatistics on transfer payments and discuss why Americans accept transfer payments as a way todeal with the problems of poverty. As a class, discuss the reasons that Americans approve of thisrole of the federal government. L3 US: 14D; ELA: Gr9/10: 16E; Gr11: 15E

When Head Start began, it was a summerprogram, but by 1970 most programswere year round. In 1999 Head Startenrollment was over 800,000 and cost anaverage of $5,400 per child.

This ambitious vision encompassed a multitude ofprograms. In the three years between 1965 and 1968,more than 60 programs were passed. Among themost significant programs were Medicare andMedicaid. Health care reform had been a major issuesince the days of Harry Truman. By the 1960s, publicsupport for better health care benefits had solidified.Medicare had especially strong support since it wasdirected at the entire elderly population—in 1965,around half of those over the age of 65 had no healthinsurance.

Johnson convinced Congress to set up Medicare as ahealth insurance program funded through the SocialSecurity system. Medicare’s twin program, Medicaid,financed health care for welfare recipients, those whowere living below the poverty line. Like the NewDeal’s Social Security program, both programs createdwhat have been called “entitlements,” that is, they enti-tle certain categories of Americans to benefits. Today,the cost of these programs has become a permanentpart of the U.S. budget.

Great Society programs also strongly supportededucation. For Johnson, who had taught school when

he was a young man, education was a personal pas-sion. Vice President Hubert Humphrey once said thatJohnson “was a nut on education. . . . [He] believedin it, just like some people believe in miracle cures.”

The Elementary and Secondary Education Act of1965 granted millions of dollars to public and privateschools for textbooks, library materials, and specialeducation programs. Efforts to improve educationalso extended to preschoolers, where Project HeadStart, administered by the Office of EconomicOpportunity, was directed at disadvantaged childrenwho had “never looked at a picture book or scribbledwith a crayon.” Another program, Upward Bound,was designed to provide college preparation for low-income teenagers.

Improvements in health and education were onlythe beginning of the Great Society programs. Becauseof the deterioration of inner cities, Johnson toldCongress that “America’s cities are in crisis.”Conditions in the cities—poor schools, crime, slumhousing, poverty, and pollution—blighted the lives ofthose who lived there. Johnson urged Congress to acton several pieces of legislation addressing this issue.


Health and Welfare

Medicare (1965) estab-lished a comprehensivehealth insurance programfor all elderly people;financed through the SocialSecurity system.

Medicaid (1965) fundedby federal and state govern-ments, provided health and medical assistance to low-income families.

Child Nutrition Act (1966) established a school breakfast program and expanded the school lunchprogram and milk program to improve poor children´snutrition.

The “War on Poverty”

The Office of EconomicOpportunity (1964) over-saw many programs toimprove life in inner cities,including Job Corps, an education and job trainingprogram for at-risk youth.

Demonstration Cities and MetropolitanDevelopment Act (1966)helped revitalize urban areasthrough a variety of socialand economic programs.

Housing and UrbanDevelopment Act (1965)established new housingsubsidy programs and madefederal loans and public housing grants easier toobtain.

Consumer andEnvironmental Protection

The Water Quality Act andClean Air Acts (1965) supported development ofstandards and goals forwater and air quality.

The Highway Safety Act(1966) supported highwaysafety by improving federal,state, and local coordinationand by creating trainingstandards for emergencymedical technicians.

The Fair Packaging andLabeling Act (1966)required all consumer products to have true andinformative labels.

Major Great Society Programs

Education

The Elementary andSecondary Education Act(1965) targeted aid to students and funded relatedactivities such as adult education and educationcounseling.

Higher Education Act(1965) supported collegetuition scholarships, studentloans, and work-study programs for low- and middle-income students.

Project Head Start (1965)funded a preschool program for the disadvantaged.

1. Interpreting Charts What was the purpose of theOffice of Economic Opportunity?

2. Evaluating Which Great Society program do youthink had the most impact on American society? Why?

Social Studies TAKS tested at Grades 10/11: Obj 3: US13E(11)

736


ELA: Page 736: Gr9/10/11: 10B,19B, 20B; Page 737: Gr9/10/11:10B; Gr9: 7G; Gr10/11: 7F


Answers:1. The Office of Economic

Opportunity oversaw many inner-city programs.

2. Students’ answers will vary butthey should be able to explainhow their chosen programschanged society.

Chart Skills PracticeAsk: How did health and welfareprograms promote education?(Child nutrition made students betterable to learn from the educationalprograms offered.)

Explaining SymbolismPresident Johnson signed theElementary and SecondaryEducation Act at his one-roomschoolhouse, the Voting RightsAct in the room where AbrahamLincoln signed the EmancipationProclamation, and theImmigration Act in the shadowof the Statue of Liberty. Ask stu-dents to explain the symbolismof each of these locations. L2 US:6H, 7C, 24B; ELA: Gr9/10: 16E; Gr11:15E

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYEvaluating Policies Tell students that Franklin Roosevelt appointed 27-year-old Lyndon BainesJohnson to serve as the national youth administrator for the state of Texas. Under Johnson’s leader-ship, thousands of young people returned to high school, and thousands found work on govern-ment or private projects. Ask students how Johnson’s early experience under Franklin Roosevelt’sNew Deal influenced his Great Society legislation in the 1960s. L2 US: 14D, 24B; ELA: Gr9/10: 16E;Gr11: 15E


One created a new cabinet agency, the Department ofHousing and Urban Development, in 1965. Its firstsecretary, Robert Weaver, was the first AfricanAmerican to serve in a cabinet. A broad-based pro-gram informally called “Model Cities” authorizedfederal subsidies to many cities nationwide. Thefunds, matched by local and state contributions, sup-ported an array of programs, including transporta-tion, health care, housing, and policing. Since manydepressed urban areas lacked sufficient or affordablehousing, legislation also authorized about $8 billionto build houses for low- and middle-income people.

One notable Great Society measure changed the composition of the American population: theImmigration Reform Act of 1965. For a brief time, thisact maintained a strict limit on the number of immi-grants admitted to the United States each year: 170,000from the Eastern Hemisphere and 120,000 from theWestern Hemisphere. It did, however, eliminate thenational origins system established in the 1920s, whichhad given preference to northern European immi-grants. The new measure opened wider the door of

the United States to newcomers from all parts ofEurope, as well as from Asia and Africa.

Summarizing What were the GreatSociety programs?

Legacy of the Great SocietyThe Great Society programs touched nearly every

aspect of American life and improved thousands if notmillions of lives. In the years since President Johnsonleft office, however, debate has continued overwhether or not the Great Society was truly a success.

In many ways, the impact of the Great Society waslimited. In his rush to get as much done as he could,Johnson did not calculate exactly how his programsmight work. As a result, some of them did not workas well as people had hoped. Furthermore, the pro-grams grew so quickly they were often unmanage-able and difficult to evaluate.

Cities, states, and groups eligible for aid began toexpect immediate and life-changing benefits. These

Reading Check

YOUTH’S HELPINGHANDIn 1965 VISTA (Volunteers inService to America) was created as part of PresidentJohnson’s war on poverty.Roused by the social con-sciousness of the early 1960s,thousands of students andyoung people focused theirenergy into working with local agencies in low-incomecommunities around thenation. One of VISTA’s basicthemes was to help local communities mobilize theirown resources. Since 1993VISTA has been a part of theAmeriCorps network of service programs.

MOMENTinHISTORY

Social Studies TAKS tested at Grades 10/11: Obj 3: US21A(11) Obj 2: US10B(11) Obj 5: WH25C(10), US24B(11)

737


US HISTORY: Page 736: 1A, 13E,14D, 19C, 24G; Page 737: 1A, 10B,14D, 19C, 21A, 24B


Ask: How do you think programssuch as VISTA brought out the posi-tive, giving side of Americans? (It allowed them to help people whowere less fortunate.)

MOMENTinHISTORY

Answer: They included health, hous-ing, job, and education programs.






THE GREAT SOCIETY

KEY TERMS AND NAMES

consensus general agreement (page 734)

war on poverty a program announced by President Johnson to fight poverty in the UnitedStates (page 734)

VISTA a Great Society program in which young people were put to work in poor school districts(page 735)

Great Society the domestic programs and goals of President Johnson’s administration (page 735)

Medicare a government health insurance program for the elderly (page 736)

Medicaid a government health care program that financed health care for people on welfare(page 736)

Name Date Class

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTSocial Security Administration The Social Security Administration has many service facilitiesaround the country, employing thousands. In Johnson’s Great Society, it participated in communityprojects to identify, train, and motivate unemployed and underemployed people. It worked withcollege placement officers, especially in African American colleges, to communicate informationabout government careers. It also worked with local community groups such as the OpportunitiesIndustrialization Center, Metropolitan Employment Councils, and Equal Opportunity Commissionsto reach the chronically unemployed.

expectations often left many feeling frustrated andangry. Other Americans opposed the massive growthof federal programs and criticized the Great Societyfor intruding too much into their lives.

A lack of funds also hurt the effectiveness of GreatSociety programs. The programs themselves wereexpensive enough. When Johnson attempted to fundboth his grand domestic agenda and the increasinglycostly war in Vietnam, the Great Society eventuallysuffered. Some Great Society initiatives have survived

to the present, however. These includeMedicare and Medicaid, two cabinetagencies—the Department of Trans-portation and the Department ofHousing and Urban Development(HUD)—and Project Head Start.Overall, the programs provided someimportant benefits to poorer commu-nities and gave political and adminis-trative experience to minority groups.

An important legacy of the GreatSociety was the questions it pro-duced, questions Americans continueto consider. How can the federal gov-ernment help its disadvantaged citi-zens? How much government helpcan a society have without weakeningthe private sector? How much helpcan its people receive without losingmotivation to fight against hardshipson their own?

Lyndon Johnson came into officedetermined to change the UnitedStates in a way few other presidentshad attempted. If he fell short, it wasperhaps that the goals he set were so

high. In evaluating the administration’s efforts, theNew York Times wrote, “The walls of the ghettos arenot going to topple overnight, nor is it possible towipe out the heritage of generations of social, eco-nomic, and educational deprivation by the stroke ofa Presidential pen.”

Evaluating What was the impact ofthe Great Society?

Reading Check


Checking for Understanding1. Define: consensus, war on poverty.2. Identify: VISTA, Great Society,

Medicare, Medicaid, Head Start, RobertWeaver.

3. Describe how the Great Society pro-grams were inspired.

Reviewing Themes4. Government and Democracy How did

Johnson’s war on poverty strive toensure greater fairness in Americansociety?

Critical Thinking5. Interpreting What were three legacies

of the Great Society?6. Organizing Use a graphic organizer

similar to the one below to list five Great Society initiatives that have sur-vived to the present.

Analyzing Visuals7. Photographs Study the photograph on

page 734. Why do you think picturessuch as this one would help build sup-port for the war on poverty?

8. Descriptive Writing Take on the roleof a biographer. Write a chapter in abiography of Lyndon Johnson in whichyou compare and contrast his leader-ship style to that of John Kennedy.


i n H i s t o r y

Great Society Initiatives

Social Studies TAKS tested at Grades 10/11: Obj 3: US21D(11)

Esther Peterson1906–1997

In the 1930s, Boston employers askedwomen who sewed aprons for them toswitch from square pockets to a moredifficult heart-shaped pocket, but theydid not offer any increase in pay. EstherPeterson, a local teacher and outspokenadvocate for women’s rights, led theworkers in a strike for more money. Thewomen won their pay raise. For 60 years,Esther Peterson continued to use her tactand will to fight for women’s rights, tradeunions, and consumers.

Born in Provo, Utah, as EstherEggertsen, Peterson became a teacherin the 1930s. She taught milliners, tele-phone operators, and garment workersat the innovative Bryn Mawr SummerSchool for Women Workers in Industry.In 1961 President Kennedy selected herto serve as Assistant Secretary of Laborand Director of the Women’s Bureau.

Peterson thenencouragedKennedy to createa PresidentialCommission on theStatus of Women to focusattention on working women.

Under President Johnson, Petersonserved as Special Assistant forConsumer Affairs, where she workedon consumer concerns. Lynda JohnsonRobb, daughter of President Johnson,described Peterson this way: “She hada velvet hammer and talked people intodoing what was right, even if we didn’tknow it at the time.” Peterson contin-ued to use her “velvet hammer” for thepublic good throughout her long life. At the time of her death at the age of91, she was actively promoting seniorcitizens’ health issues.

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ELA: Page 738: Gr9/10/11: 1A, 1B,4A, 4B, 4D, 4F, 6A, 7B–D, 10A, 10B,19B, 20B; Gr9: 7I; Gr10/11: 7H;Page 739: Gr9/10/11: 1A, 1B, 4A,4B, 4F


Section Quiz 23–3


Column A

1. qualifies certain categories of Americans to benefits

2. project directed at disadvantaged preschool children

3. general agreement

4. put young people with high ideals to work in poor schooldistricts

5. Johnson’s Republican opponent in the 1964 presidentialelection

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question. (10 points each)


Score★ ScoreChapter 23

Section Quiz 23-3

Column B

A. entitlements

B. VISTA

C. Barry Goldwater

D. Head Start

E. consensus

Answer: It improved millions of livesand reshaped government.

ReteachHave students explain whatinspired the Great Society programs. US: 6H, 7C, 24B

Enrich Have interested studentsresearch LBJ’s plan for ModelCities and write a report on theplans and how they were latermodified. US: 6H, 7C, 24A–D

4 CLOSEHave students identify severalspecific health and employmentprograms of the Johnson era.

1. Terms are in blue. US: 25A2. VISTA (p. 735), Great Society (p.

735), Medicare (p. 736), Medicaid(p. 736), Head Start (p. 736),Robert Weaver (p. 737)

3. Johnson wanted to fulfill FDR’smission for a nation of equalopportunity.

4. by offering the less fortunate

education, training, and access tojobs US: 19C

5. Answers should reflect text, forexample, Medicare and Medicaid,political experience for minorities,Head Start. US: 14D

6. Medicare, Medicaid, Departmentof Transportation, Department ofHousing and Urban Development,

Project Head Start US: 14D, 25C7. Answers will vary. Students should

describe the emotions evoked bysuch photographs. US: 24G

8. Chapters should include specificinformation about the leadershipstyles of the two men. US: 19A,19B, 24B, 25D

in HistoryAsk: For what causes did EstherPeterson fight? (women’s rights,trade unions, and consumer rights)

Glencoe’s Skillbuilder Interactive WorkbookCD-ROM, Level #, provides instruction and

Problem Solving

739

Critical Thinking


Why Learn This Skill?Imagine you have just done poorly on a chemistry

exam. You wonder why you cannot do better sinceyou always go to class, take notes, and study forexams. In order to improve your grades, you need toidentify the specific problem and then take actionsto solve it.

Learning the Skill There are six key steps you should follow that

will help you through the problem-solving process.

• Identify the problem. In the case listed above,you know that you are not doing well on chemistry exams.

• Gather information. You know that you alwaysgo to class and take notes. You study by yourselffor about two hours each day for two or threedays before the exam. You also know that yousometimes forget details or get confused aboutthings as you are taking the exam.

• List and consider possible solutions. For example, instead of studying by yourself, youmight try studying with a friend or a group. Youmight also study for shorter timespans to avoidoverloading yourself with information.

• Consider the advantages and disadvantages ofeach solution.

• Now that you have listed and considered thepossible options, you need to choose the bestsolution to your problem. Choose what you thinkis the right solution, and carry it out.

• Evaluate the effectiveness of the solution. Thiswill help you determine if you have solved theproblem. If you earn better scores on the next fewchemistry tests, you will know that you havesolved your problem.

Practicing the SkillReread the material in Section 1 on page 720

under the heading “Kennedy Struggles with

Congress.” Use that information and the steps listedon this page to answer the following questions.

1 What problem didKennedy encounteras he tried to passdomestic policy leg-islation throughCongress?

2 What options wereavailable to the pres-ident in facing thisopposition? Whatwere the advantagesand disadvantages?

3 Explain the solutionKennedy imple-mented to solve hisproblem.

4 Evaluate the effectiveness of Kennedy’ssolution. Was it successful? How do you deter-mine this?

Skills Assessment Complete the Practicing Skills questions on

page 743 and the Chapter 23 Skill ReinforcementActivity to assess your mastery of this skill.

Applying the SkillProblem Solving The conservation club at your schoolhas no money to continue its recycling project. Theschool district allocated money to the club at the begin-ning of the year, but that money has been spent. As amember of the club, you have been asked to join acommittee to save the conservation club and its proj-ects. Write an essay describing the problem, the list ofoptions and their advantages and disadvantages, asolution, and an evaluation of the chosen solution.

Glencoe’s Skillbuilder Interactive WorkbookCD-ROM, Level 2, provides instruction andpractice in key social studies skills.

739

TEACHProblem Solving Tell studentsthat when they encounter prob-lems the first step is identifyingthe problem.

As a class, students should selecta problem that the community isfacing. Have students work inpairs to use the problem-solvingprocess to identify the best solu-tion. Have the class reach a con-sensus on the best solution.Submit the class’s suggestion tolocal political leaders or otherdecision makers who may beworking on the problem. US: 26A;ELA: Gr9/10/11: 1A

Additional Practice

ANSWERS TO PRACTICING THE SKILL1 congressional resistance2 He could push harder for all aspects of his agenda or

reserve his bargaining power for only the issues thatwere truly important and winnable.

3 He chose to reserve his bargaining power.4 Students’ answers will vary. Students might mention

that many of JFK’s proposals were defeated, or thathe lacked political leverage no matter what strategyhe used.

Applying the SkillStudents’ essays will vary. Encourage students to use thesteps on this page as they plan their essays.

Reinforcing Skills Activity 23

Name Date Class

Problem Solving

LEARNING THE SKILLThe first step in identifying a problem is clearly defining it. After you have identi-

fied a problem, begin to gather information about it. Then consider possible solu-tions to the problem, and weigh the advantages and disadvantages of each solutionyou have identified. Use your list of positives and negatives to pick the best solution.As you begin to put your solution into action, monitor the results. Has your solutionbeen effective in solving your problem? If not, make adjustments to your solution asnecessary.

PRACTICING THE SKILLDIRECTIONS: Read the excerpt below from page 725 of your text. Then answer the questionsthat follow on a separate sheet of paper.

★

★

Reinforcing Skills Activity 23★

A MORE FLEXIBLE RESPONSE

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

US HISTORY: Page 738: 1A, 14D,19A–C, 21D, 24B, 24G, 25A, 25C,25D; Page 739: 1A, 26A


Critical Thinking

Steps To . . . the Bill of RightsDuring the Middle Ages, kings had great power,

but to pass a new law they usually obtained the con-sent of a council of important nobles. This custom ofruling with “noble consent” was not written intolaw until 1215.

From Liberties to Rights In 1215 King John ofEngland faced a rebellion of many of the Englishnobles. Under pressure, he signed the MagnaCarta. In this document the king promised “to allfreemen of our kingdom . . . all the underwrittenliberties, to be had and held by them and theirheirs, of us and our heirs forever.” After 1215 the

English king was expected to rule inaccordance with the Magna Carta.

When the Enlightenment beganin the 1600s, a new idea of rights

emerged. Several writers argued

that kings could not give rightsto people. Instead, every per-son was born with rights thatthe government could notviolate. John Locke was anadvocate of this new idea.His book, Two Treatises onGovernment, became veryinfluential in the Americancolonies.

In 1688 the EnglishParliament removed King James II from the throne.The king’s overthrow became known as theGlorious Revolution. Before the new king andqueen took the throne, Parliament demanded theyaccept the English Bill of Rights. The English Bill ofRights strongly influenced American ideas. Whenthe American Revolution began, revolutionariesaccused the British of violating many of these rights.

Why It Matters In 1962 Clarence Earl Gideon was arrested for breaking into a Florida poolhall. When he asked for a lawyer, the judge refused. Defendants in Florida were not entitled to a court-appointed lawyer except in death penalty cases. Gideon then appealed to the Supreme Court, arguing that the Constitution’s Sixth Amendment guaranteed the right to a lawyer. In 1963, in Gideon v. Wainright, the Supreme Court decided that the Sixth Amendment applied to both state and federalcourts. The court ruled that having a lawyer in a criminal case is a fundamental right.

For over 200 years, the first ten amendments to the Constitution, known as the Bill of Rights,have protected the rights of Americans. Five of the amendments specify rights Americans have infederal court. In the 1960s, the Supreme Court extended many of these rights to the state andlocal levels.

The Bill of Rights

740

“We hold these truths to be self-evident, that allmen are created equal, that they are endowed bytheir Creator with certain inalienable rights, thatamong these are Life, Liberty, and the pursuit ofHappiness.”

—Thomas Jefferson, The Declaration of Independence

The Magna Carta

Social Studies TAKS tested at Grades 10/11: Obj 4: 8.20B(10,11) Obj 4: 8.16A(10,11)

740

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTMagna Carta Although the Magna Carta placed some legal restraints on the king, it extendedrights only to nobles (who were the freemen) and did nothing for the common people.Throughout Europe’s kingdoms, the rights of individuals were very limited. In France dukes whodetermined the rights of common people on the lands they controlled held most of the power.Even when a French legislature was created, the townspeople were given only one collective voteas the third estate.

1 FOCUSRemind students that the Anti-Federalists were the primarysupporters of the Bill of Rightsbecause they feared the power ofa strong central government.Federalists, such as GeorgeWashington, Benjamin Franklin,and James Madison, did notbelieve that the Bill of Rightswas necessary. They argued that the necessary protectionswere already in either theConstitution or in state constitutions.

2 TEACHAnalyzing a Concept List eachof the basic rights on the board.Have students think of specificexamples from the colonialperiod in which the British orother foreign entities deniedthese rights to colonists. Havestudents write their examples onthe board to create a chart thatthey can use for later reference.Encourage students to use theirtext’s Table of Contents andIndex to help them find andreview the examples. L1

Creating a Song Have inter-ested students create a song orjingle that they can use to helpthem remember the basic guar-antees of the Bill of Rights. Havestudents perform their songs orjingles for the class. L2 US: 25D;ELA: Gr9/10/11: 1A

XX: Page XXX: XXX

Student Edition TEKSELA: Page 740: Gr9/10/11: 6A;Page 741: Gr9/10/11: 10B


The American Revolution In the 1760s, inorder to stop smuggling in the American colonies,the British began sending accused smugglers to viceadmiralty courts. These courts had no juries. In theDeclaration of Independence, Americans accusedthe British of “depriving us . . . of the benefits oftrial by jury” as guaranteed in the Magna Carta andthe English Bill of Rights. Americans later wrote theFifth and Sixth Amendments of the Bill of Rights toprevent similar abuses by the American federalgovernment.

Also to stop smuggling, the British issued “writsof assistance” authorizing officials to search privateproperty as they saw fit. Americans later wrote theFourth Amendment to prevent officials from con-ducting searches without specific search warrants.

Free Speech In England, free speech was limitedby laws against sedition. Sedition is the encourag-ing of opposition to the government. The onlyexception applied to Parliament. The English Bill ofRights stated that “freedom of speech . . . in parlia-ment, ought not to be . . . questioned.”

The Founders of the United States knew thatthe American Revolution could not have hap-pened had they been unable to make speeches orprint their ideas in newspapers. When the Bill of Rights was submitted, a ban on any federal law

restricting free speech or freedom of the press wasprominent in the First Amendment.

Putting Rights Into the Constitution Whenthe Constitution was drafted, it did not include a listof rights because supporters believed the new federalgovernment’s checks and balances would protectpeople’s rights. When the Constitution was submit-ted to the states for ratification, however, opponentsargued that without a list of rights, the Constitutionwould lead to a tyrannical federal government.

George Mason, who drafted Virginia’s Declarationof Rights, was a leader of the opposition. To get theConstitution ratified, supporters promised a Bill ofRights. In September 1789, James Madison prepared12 amendments to the Constitution. In wording theseamendments, Madison relied heavily on Virginia’sDeclaration of Rights. Ten of the amendments wereratified. Together, they make up the Bill of Rights.

Magna Carta English Bill Virginia Virginia Statute American Bill ofBasic Rights (1215) of Rights (1689) Declaration for Religious Rights (1791)of Rights (1776) Freedom (1786)

No state religion

Freedom of worship limited

Freedom of speech

Right to petition limited

Right to bear arms

No quartering troops in private homes without permission

No searches and seizures without a specific search warrant

Government cannot take away life, liberty, or property unless it follows

proper court procedures (due process)

Right to a speedy public trial by juryand to a lawyer

No excessive bail, fines, or cruel andunusual punishment

Origins of the Bill of Rights

Social Studies TAKS tested at Grades 10/11: Obj 1: 8.16C(10,11); Obj 4: 8.16A(10,11) Obj 4: 8.20B(10,11)

Checking for Understanding1. How many rights are in the Bill of Rights?2. Which amendments in the Bill of Rights protect rights the

British violated in the 1760s?

Critical Thinking1. Which right do you think is the most important? Why?2. Do Americans have any other rights other than those listed in

the Bill of Rights? What are they?

741

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Checking for Understanding1. The Bill of Rights contains 10 basic rights.

2. In the 1760s, the British violated the right to propercourt procedures (Fifth Amendment), the right to aspeedy public trial (Sixth Amendment), and the rightto be protected from searches and seizures without awarrant (Fourth Amendment).

Critical Thinking1. Students should state specific reasons for their

choices.

2. Students should recognize that Americans have otherrights under the Constitution, the other amendmentsto the Constitution, and, to a certain extent, underindividual state constitutions.

US HISTORY: Page 740: 1A, 25A,25B; Page 741: 1A, 18C, 24G


Writing an Essay Explain tostudents that the Supreme Courthas ruled that the right to free-dom of speech is quite broad.Have interested students writean essay describing some of theforms of speech that theSupreme Court has ruled areprotected under the FirstAmendment, and some that arenot protected. L3 US: 25D; ELA:Gr9/10/11: 1A

3 ASSESSHave students answer theChecking for Understanding andCritical Thinking questions.

Ask interested students toresearch their state courts tolearn about how court-appointedlawyers are selected, includingthe criteria for determiningwhether a defendant needs acourt-appointed lawyer.Students should report theirfindings in an essay. US: 25D; ELA:Gr9: 7I; Gr10/11: 7H

4 CLOSEAsk students to consider when,or if, any of the rights listed inthe Bill of Rights should be sus-pended, for example in times ofwar. Hold a class discussion onthis topic. US: 25D

Reviewing Key Facts8. Identify: New Frontier, Earl Warren, Peace Corps, Warren

Commission, Great Society, Head Start.

9. How was the 1960 presidential election a new kind ofcampaign?

10. What main issues did Nixon and Kennedy discuss in their tel-evised debate?

11. How close was the outcome of the 1960 presidential electionbetween Nixon and Kennedy?

12. What was Kennedy’s response to the steel industry’s decisionto raise prices sharply?

13. What were three measures Kennedy took to strengthen theeconomy?

14. What were three programs set up by Kennedy to reduce thethreat of nuclear war and to try to stem communism?

15. What inspired President Johnson’s war on poverty?

16. What was the purpose of Medicare, passed during Johnson’sadministration?

17. Which Great Society initiatives are still in effect today?

Critical Thinking18. Analyzing Themes: Government and Democracy Why

were Medicare and Medicaid landmark pieces of legislationin American history?

19. Evaluating In the 1960 presidential debate, most radio lis-teners thought Nixon had won, while most television viewersthought Kennedy had. Why do you think this was so?

20. Drawing Conclusions How did Kennedy help preventCommunist movements from flourishing in Latin America?

21. Analyzing President Kennedy was unable to pass civil rightslegislation. What were some of the factors that allowedPresident Johnson to push civil rights forward afterKennedy’s assassination?

22. Organizing Use a graphic organizer similar to the onebelow to list the crises of the Cold War during the Kennedyadministration.

23. Evaluating How did the Warren Court decisions in Baker v.Carr and Reynolds v. Sims affect voting power in the nation?

24. Interpreting Primary Sources Although the standard of living for most Americans rose dramatically throughout the

1. missile gap

2. reapportionment

3. due process

4. flexible response

5. space race

6. consensus

7. war on poverty

Reviewing Key TermsOn a sheet of paper, use each of these terms in a sentence.

Crises


• Reynolds v. Sims boosts votingpower of urban dwellers,including many minorities.

• Extension of due process givesmore protection to peopleaccused of crimes.

• Court rules that states could not require prayer and Bible readings in public schools.

• “Flexible response” policymaintains opposition tocommunism.

• U.S. pledges aid to strugglingLatin American nations.

• Peace Corps offers humanitarianaid in poor countries.

• Nuclear Test Ban Treaty with theSoviet Union eases Cold War tensions.

• Office of Economic Opportunity fightsilliteracy, unemployment, and disease.

• Civil Rights Act of 1964 prohibits racediscrimination and social segregation.

• Voting Rights Act protects the rightto vote.

• Medicare and Medicaid Acts providefederal medical aid to the elderlyand poor.

• Elementary and Secondary EducationAct increases aid for public schools.

Foreign PolicyDomestic Programs


Supreme Court Cases

CHAPTER 23Assessment and Activities

Reviewing Key TermsStudents’ answers will vary. The pageswhere the words appear in the text areshown in parentheses.

1. missile gap (p. 719)

2. reapportionment (p. 721)

3. due process (p. 722)

4. flexible response (p. 725)

5. space race (p. 725)

6. consensus (p. 734)

7. war on poverty (p. 734)

US: 25A, 25B; ELA: Gr9/10/11: 6A

Reviewing Key Facts8. New Frontier (p. 720), Earl Warren

(p. 721), Peace Corps (p. 725),Warren Commission (p. 729), GreatSociety (p. 735), Head Start (p. 736)

9. The campaign marked the first timethat television played a major role,including the televised debatebetween Kennedy and Nixon.

10. They focused on the economy andthe Cold War.

11. Kennedy won the popular vote byonly 118,000, with 68 million votescast. In the Electoral College, themargin was greater: 303 to 219.

12. He threatened to buy steel from for-eign companies and investigatedprice fixing.

13. He used deficit spending, invested inspace exploration and defense tocreate jobs, and asked businesses tohold down prices and labor leadersto hold down pay increase requests.US: 19B

14. conventional weaponry program,foreign aid, the Peace Corps

15. Johnson’s personal experiences andthe nation’s ability to finance pro-grams US: 14D

16. Medicare was designed as a health insurance programfor the elderly. US: 14D

17. Among programs or agencies still in effect areMedicare, Medicaid, Head Start, Department ofTransportation, and Department of Housing and UrbanDevelopment.

Critical Thinking 18. They represented the first time that the U.S. govern-

ment had funded health care on a large scale. US:24B

19. Kennedy’s physical appearance and demeanor made apositive impact on the television audience. Their reac-tion to Nixon’s appearance and demeanor was nega-tive. Because they could only hear the candidates,radio listeners had a different reaction. US: 24G

20. He provided aid to Latin America so that countrieswould be less likely to support communist-inspiredrevolutions. US: 24B; ELA: Gr9: 7H; Gr10/11: 7G

21. the civil rights movement, Kennedy’s death, Johnson’sstyle of leadership US: 7C742

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 23 content.

Available in VHS

1960s, some Americans remained mired in poverty. Rereadthe excerpt on page 732 in which John Rath discusses hispersonal experiences with coping with poverty in hissparsely furnished room in Chicago. Then answer thefollowing questions.a. What does Rath think might help him to have some

purpose in his life?

b. What does Rath mean when he says: “You sit down in aplace like this, you grit your teeth. . . .”?

Practicing Skills 25. Problem Solving Reread the passage on pages 727–728

titled “The Cuban Missile Crisis.” Use that information toanswer the following questions.a. What problem did Kennedy encounter in Cuba?

b. What options were available to the president in this situation? What were the advantages and disadvantagesof each option?

c. Explain the solution Kennedy used to resolve the Cubanmissile crisis.

d. Was Kennedy’s solution successful? Why or why not?

Chapter Activity26. Technology Activity: Using the Internet Search the

Internet to check the status of Great Society programs today.Find out how these programs have changed since they were initiated. Make a chart showing the provisions of theprograms in the 1960s compared to the provisions of theprograms today.

Writing Activity27. Expository Writing Assume the role of a historian. Evaluate

the effectiveness of Kennedy’s New Frontier and Johnson’sGreat Society programs. Write an article for a historical jour-nal explaining the successes and setbacks of each president’spolicy agendas.

Geography and History28. The map on this page shows the results of the presidential

election of 1960. Study the map and answer the questionsbelow.a. Interpreting Maps Which regions of the country

supported Kennedy? Which regions supported Nixon?

b. Applying Geography Skills What would have happenedif Kennedy had lost New York to Nixon?

Directions: Choose the best answer to thefollowing question.

All of the following were effects of rulings by the WarrenCourt EXCEPT:

A Involved federal courts in the reapportionment of stateelection districts

B Extended rights for people accused of crimes

C Protected religious minorities through greater separationof church and state

D Increased state authority at the expense of federalauthority

Test-Taking Tip: This question calls for an answer thatdoes NOT accurately complete the statement. The WarrenCourt expanded individual civil liberties and the power ofthe judicial branch. Eliminate answers that had either ofthose effects.


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KY.

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HAWAII3

ALASKA3

Election of 1960

Republican

Independent

34,108,157

501,643

219

15

CandidateElectoral

VotePopular

VotePolitical

Party

Nixon

Byrd

Presidential Election, 1960

Kennedy 303 34,226,731 Democrat

Self-Check QuizVisit the American Republic Since 1877 Web site at

and click on Self-Check Quizzes—Chapter 23 to assess your knowledge of chapter content.

HISTORY


HAWAII3

CHAPTER 23Assessment and Activities

743

Chapter Activity26. Students’ charts will vary. You may

want to have students work in pairson this activity. US: 24A, 24B; ELA:Gr9/10/11: 4D, 7D

Writing Activity27. Students’ articles will vary but

should use the perspective of historyto evaluate the successes and fail-ures of the programs. US: 25D;ELA: Gr9/10/11: 1A, 1B, 4A, 4B, 4F

Geography and History28. a. Nixon: Midwest, West; Kennedy:

Northeast, some Southern andMidwestern states; b. Nixon wouldhave won the election by six elec-toral votes. US: 24B, 24H; ELA:Gr9/10/11: 19B, 20B

22. Bay of Pigs, Berlin Wall, Cuban missile crisis US: 25C;ELA: Gr9/10/11: 4D, 7D, 10A

23. In Baker v. Carr, the court ruled that the federal gov-ernment has the right to enforce voting rights in thestates. In Reynolds v. Sims, the court ruled that manystates’ apportionment plans were unconstitutional. US:17A, 18A

24. a. owning his home; b. The statement shows helpless-ness, desperation, and frustration. US: 24A

Practicing Skills25 a. long-range missiles; b. acceptance of the missiles

(unacceptable for national security); threats to usenuclear weapons (nuclear devastation); negotiationbacked by threat of force (actual choice); c. negotia-tions; d. Solution was successful for the immediateproblem but it led to arms buildup. US: 25C, 26A

HISTORY

Have students visit the Web site atto review

Chapter 23 and take the Self-CheckQuiz.


Answer: DTest-Taking Tip: Even if students donot know all the rulings of theWarren Court, they can eliminatesome of the answers by applyingthe knowledge they do have. Forexample, if students know that thedecision of one case banned prayerin public schools, they can eliminateanswer C because one of the effectsof the Warren Court protected reli-gious minorities through greaterseparation of church and state. Thecorrect answer is D. US: 18A;TAKS: Obj 1, 4

Ask: Which president started thePeace Corps? (Kennedy)

Bonus QuestionBonus Question ??

