1. Why was there a growing student protest movement in the 60s?

Lesson Objectives
To identify the reasons for protest in the 1960s

Lesson Tasks
  1. Download, read and make notes from the Lesson PowerPoint.​
  2. Read and make notes from pages 86-88 of your textbooks.
  3. Create your own concept map of the reasons for student protest. Mindmaple.com and bubbl.us are two computer concept mapping programs that are worth checking out to do this or go old school and do this in your notebook. Write 'reasons for student protest' in the central box and draw boxes leading off with each reason. Now:
    1. Rank order the reasons clockwise from the most to the least important.
    2. Use different coloured pens to show links between some of the reasons.
    3. Briefly explain the link between the reasons. Add words that explain the relationships between the concepts. Use verbs, verb phrases or prepositions to describe how the concepts are related.
  4. Now answer this exam question: 'Use Source A and your own knowledge to explain why protest movements were so active in the 1960s' (10-marks):
    1. Source A - "The war that dominated the USA in the 1960s was the anti-communist war in Vietnam. The US government could call up men as young as 17 years to fight in Vietnam for two years. Those same young men were not seen as responsible enough to vote until they were 21." From a modern textbook

Challenge Yourself!
  1. A very detailed article on the reasons for student protests across the world in the 1960s.​

2. How did students campaign?

Lesson Objectives
​To identify the key events and features of the Student Protest Movement of the 1960s

Lesson Tasks
  1. Download, read and make notes from the Lesson PowerPoint.​
  2. Create a table outlining the causes, key features and effects of the 1964 Berkeley Free Speech Movement; 1968 Columbia University Protests and 1970 Kent State University protests.
  3. Why did students protests change from 1964 to 1970 and why do you think this was?
  4. Explain why you think the government felt so threatened by student protests.

Challenge Yourself!
  1. Read this article about the significance of the SDS Port Huron Statement.​
  2. Overview of events of the Berkeley Free Speech Movement.
  3. Interactive online exhibition of the Columbia University protests.
  4. Overview article about the event of the Kent State shootings.
  5. Detailed article about the history of the Hippie movement.

3. How and why did the women's rights movement develop?

Lesson Objectives
​To identify how women were viewed in society and to establish the reasons why the women's movement emerged

Lesson Tasks
  1. Download, read and make notes from the Lesson PowerPoint.​
  2. Read and make notes from pages 101-105 of your textbooks.
  3. Answer this exam question: 'Why did the women's movement develop in the USA in the 1960s? Explain your answer' (8 marks).

Challenge Yourself!
  1. Excellent review article on the women's rights movement.​

4. Why was there opposition to women's liberation?

Learning Objectives
​To identify the reasons for opposition and evaluate the significance of Phyllis Schlafly

Lesson Tasks
  1. Download, read and make notes from the Lesson PowerPoint.​​
  2. Read and make notes from pages 106-109 of your textbooks.
  3. Answer this 10-mark exam question: 'Use the source and your own knowledge to explain why opposition to women's liberation grew in the early 1970s'.
    1. Source A - "Some opponents like Phyllis Schlafly wanted women to stick to the role of homemaker. As late as 1970, new organisations such as Happiness of Womanhood and STOP were being formed to support the role of woman as homemaker. Others thought that women should be putting their energy into other movements (those against poverty or racism, for example) rather than just campaigning on ERA and abortion."
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