Unit 5, Lesson 7 Learning Target:IWBAT analyze consequences of the Vietnam War IWBAT examine the similarities of social movements of the 1960s and 1970s.

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Presentation transcript:

Unit 5, Lesson 7 Learning Target:IWBAT analyze consequences of the Vietnam War IWBAT examine the similarities of social movements of the 1960s and 1970s

Flashback Look up Jack Kerouac, and Jackson Pollack

Vocabulary Page 1 Rock’n’Roll: Popular music form that originated in the U.S. during the 1950s. High Culture: Cultural products of society, including music, visual art, and literature, that are held in the highest esteem. Beat Movement: Social/ literary movement; began in the 50s in Greenwich Village, spread to San Francisco, included new styles of dress, adoption of Eastern religion, and use of writing technique known as stream of consciousness. Youth Culture: Pop culture of teenagers. Abstract Impressionism: American painting movement, practiced in the 50s; rarely depicted recognizable objects and was intended to evoke emotion and appreciation. Jackson Pollock: Influential American painter; major figure in the abstract expressionist. Jack Kerouac: American novelist and poet during the beat movement.

Vocabulary Page 2 Hippies: (1960s) Young persons in a counterculture that rebelled against social expectations of the older generation and supported love, peace, and freedom. Free Speech Movement: (1964) Movement developed at University of California Berkeley in protest of a university ban on political activities on campus and that eventually persuaded the university to overturn the ban. Sexual Revolution: Shift in attitude about sex and marriage that occurred as hippies influenced a more permissive outlook on sex than members of the mainstream culture. 26 th Amendment: (1971) Lowered voting age to 18. Kent State Shooting: (1970) Killing of 4 students at Kent State University by National Guardsmen, during a war protest; led to increase in war protests.

Rally Robin Reading Pages: ,

Activity -Listen to a series of anti-war songs 1. When do you think the song was written? Why? 2. What issues are being addressed? 3. List any key terms that are referenced in the song? 4. What do you think the purpose of this song was? Why did the artist or artists want this song to be heard? 5. How would you respond to this song if you were living during the Vietnam Era? Does it have any effect on you now or could you relate or appreciate the messages being sent? War Fortunate Son Ohio Blowing in the Wind Eve of Destruction Imagine

Formative Assessment Explain some of the consequences of the Vietnam War on American Society