Unit Planning Guide - Glencoeglencoe.com/ebooks/social_studies/9780078909399/twe/chap24.pdf · The...

UNIT PACING CHART Unit 8 Chapter 24 Chapter 25 Chapter 26 Chapter 27 Unit 8

Day 1 Unit Opener Chapter 24 Opener, Section 1

Chapter 25 Opener, Section 1



Wrap-Up/Project, Unit Assessment

Day 2 Section 2 Section 2 Section 2 Section 2

Day 3 Section 3 Section 3 Section 3 Section 3

Day 4 Chapter Assessment

Chapter Assessment

Chapter Assessment

Chapter Assessment

820A

Unit Planning Guide

History Music Video Project Have stu-dents select a figure, event, or era from world and American history as well as a song. (I gen-erally try to have them use one that is no more than 5 minutes to keep the file size down. You may want them to bring a copy of the lyrics to you so you can determine appropriateness.) If you are uncertain about the choice you should ask students to explain their “vision” to you. Tell them that they are telling a story through images, songs, and quotes to their audience. I have been surprised at how insightful my stu-dents have been in selecting their songs.

There are many programs that allow you to make videos, and many students already

know how to use this technology and may help demonstrate it in class. The media pro-grams are fairly simple “click and drag” pro-grams that have directions on the screen. I generally have my students save 30–50 images for their projects. These programs allow you to include actual film footage and add quotes/passages as “eyewitness accounts.”

These videos have become powerful teach-ing tools in helping my students understand historical periods such as the civil rights movement.

Erin JohnstonSouth Caldwell

High SchoolHudson, North

Carolina

820B

UnitIntroducing

Author NoteDear American History Teacher,

The 25 years covered in this unit represented an era of dramatic change in American history. The Cold War served as the backdrop to many of these events and should be reemphasized as you discuss the social and political upheavals of the 1960s and 1970s. The United States emerged from World War II as one of two superpowers, along with the Soviet Union. This fact may help students understand why the United States felt obligated to become immersed in so many foreign policy entanglements.

Indeed, the decades of the 1950s and 1960s witnessed some of the greatest social movements of the twentieth century—the civil rights move-ment, the student movement, the women’s movement, the environmental movement, and the counterculture movement. These movements touched nearly every corner of American society. New leaders emerged on college campuses, in local communities, and on the national stage. American col-leges and universities served as forums for many of the movements.

These were years of relative prosperity, rising expectations, and the desire to end poverty and suffering among all Americans, as illustrated in President Lyndon Johnson’s Great Society. Historians continue to debate the significance of Johnson’s presidency and his Great Society programs, but there is little doubt that many of these programs such as Medicaid, Medicare, Head Start, the Child Nutrition Act, and the Clean Water Act improved the quality of life for millions of Americans.

Students should also, however, get a sense of how deeply the nation divided over American foreign policy, especially U.S. involvement in the Vietnam War. The legacy of that war is still being debated by historians as well. Finally, the struggle for civil rights and racial equality were cen-tral to this era, and students are generally excited to learn about the roles of leaders such as Martin Luther King, Jr., Rosa Parks, Thurgood Marshall, and Malcolm X.

Senior Author

Unit

A Time of A Time of Upheaval

CHAPTER 24 The New Frontier and the Great Society1961–1968

CHAPTER 25 The Civil Rights Movement1954–1968

CHAPTER 26The Vietnam War1954–1975

CHAPTER 27 The Politics of Protest1960–1980

Why It MattersAmericans in the 1960s sought to remake their society. African Americans protested for civil rights and social equality and were soon joined by women’s groups, Hispanics, Native Americans, and the disabled, all of whom demanded more equal treatment. At the same time, the federal government launched several new programs, including Medicare, designed to end poverty; and the Supreme Court took a more active role in society, issuing important rulings on civil rights.

820

1954–1980

820

Introducing

Unit

Team Teaching Activity

FocusWhy It MattersAsk students to interview some-one who came of age during the 1960s or 1970s. Ask them to focus interview questions on how that era has influenced the person’s life and how it has affected national policy. Invite volunteers to share what they learned from the interviews. OL

Connecting to Past LearningIn previous units, students have learned about other presidential policies, such as the Square Deal and the New Deal. In this unit, they will learn of the New Frontier and the Great Society. They also learned about other wars. They will learn about the Vietnam War in this unit.

Unit Launch ActivityWrite the Scene Have students skim the unit for a photograph that interests them. Then chal-lenge them to write a paragraph describing the photograph or its setting and why they were drawn to it. OL

Political Science Invite a political science teacher to the class to discuss the impact of visual media on presidential and congressional elections since the 1960 election. Ask him or her to show clips of effective and ineffective use of advertisements, debates, or interviews. Use the clips as background for a discussion on how candidates create positive images for constituents. OL

Demonstrators block the entrance to the House of Representatives as part of the “May Day” protest against the Vietnam War, 1971

821

821

Introducing

Unit

TeachSkill PracticeUsing Geography SkillsAsk students to use the world maps in their textbooks to locate Vietnam and its relation to France and to the United States. Have students suggest why its location was significant for the domino theory of the spread of commu-nism. (Vietnam is near Communist China. The spread of communism could logically extend to the Philippines, in which the United States had a military and economic interest.) BL

Skill PracticeReading a Time Line Draw students’ attention to the time lines of each chapter. Ask them to preview those time lines to pre-pare for new information they will learn in this unit OL

Teaching Tip The NCLB Act places an emphasis on computer literacy. Assist stu-dents doing online research in selecting only reputable sources. For example, Web sites ending in .gov, .org, or .edu are generally trust-worthy. Encourage students to look for historical museum sites and presidential librar-ies as they do their research for this chapter.

More About the Photo

Visual Literacy Ask students to describe the people who are protesting. (Most are young and informally dressed; the men wear their hair longer than what was then considered normal.) Tell them that the early protests were conducted primar-ily by college students and often on college campuses. At Columbia University in 1968, about 500 students took control of five build-ings on campus, including the president’s office. Protests increased in other parts of the world as

well, notably in Paris, London, and Prague. Protests became more widespread, including many different groups of people, not just col-lege students who did not want to be drafted to fight a war they could not support. One of the most significant ones occurred at the Democratic National Convention in Chicago in 1968, when an estimated 10,000 demonstrators clashed outside the convention center with perhaps 20,000 police and National Guard troops.

822A

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

FOCUSBL OL AL ELL Daily Focus Transparencies 24-1 24-2 24-3

TEACHOL AL Geography and History Activity, URB p. 3

BL OL AL Economics and History Activity, URB p. 7

BL OL ELL Reading Skills Activity, URB p. 21

OL Historical Analysis Skills Activity, URB p. 22

BL OL AL ELL Differentiated Instruction Activity, URB p. 23

BL OL ELL English Learner Activity, URB p. 25

BL OL AL ELL Content Vocabulary Activity, URB* p. 27

BL OL AL ELL Academic Vocabulary Activity, URB p. 29

OL AL Reinforcing Skills Activity, URB p. 31

OL AL Critical Thinking Skills Activity, URB p. 32

BL OL ELL Time Line Activity, URB p. 33

OL Linking Past and Present Activity, URB p. 34

BL OL AL ELL Primary Source Reading, URB p. 35 p. 37

BL OL AL ELL American Art and Music Activity, URB p. 39

BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 41

AL Enrichment Activity, URB p. 45

BL OL ELL Guided Reading Activity, URB* p. 48 p. 49 p. 50

BL OL AL ELL Reading Essentials and Note-Taking Guide* p. 268 p. 271 p. 274

BL OL AL ELL Differentiated Instruction for the American History Classroom ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Time Line Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Cause and Effect Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Why It Matters Chapter Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

* Also available in SpanishNote: Please refer to the Unit 8 Resource Book for this chapter’s URB materials.

BL Below Level OL On Level

AL Above Level ELL English Language Learners

Planning GuideChapter

Key to Ability Levels

Print Material Transparency CD-ROM or DVD

Key to Teaching Resources

Plus

All-In-One Planner and Resource Center

822B

✓ Chapter- or unit-based activities applicable to all sections in this chapter.

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

TEACH (continued)

BL OL AL ELL The Living Constitution ✓ ✓ ✓ ✓ ✓

BL OL AL ELL American Issues ✓ ✓ ✓ ✓ ✓

OL AL ELL American Art and Architecture Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL High School American History Literature Library ✓ ✓ ✓ ✓ ✓

OL AL American History Primary Source Documents Library ✓ ✓ ✓ ✓ ✓

BL OL AL ELL American Music: Hits Through History CD ✓ ✓ ✓ ✓ ✓

BL OL AL ELL StudentWorks™ Plus ✓ ✓ ✓ ✓ ✓

BL OL AL ELL The American Vision Video Program ✓ ✓ ✓ ✓ ✓

Teacher Resources

Reading Strategies and Activities for the Social Studies Classroom ✓ ✓ ✓ ✓ ✓

Strategies for Success ✓ ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓ ✓

Success With English Learners ✓ ✓ ✓ ✓ ✓

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests* p. 347 p. 348 p. 349 p. 351

BL OL AL ELL Authentic Assessment With Rubrics p. 53

BL OL AL ELL Standardized Test Practice Workbook p. 54

BL OL AL ELL ExamView® Assessment Suite 24-1 24-2 24-3 Ch. 24

CLOSEBL ELL Reteaching Activity, URB p. 43

BL OL ELL Reading and Study Skills Foldables™ p. 78

ChapterPlanning Guide

• Interactive Lesson Planner • Interactive Teacher Edition • Fully editable blackline masters • Section Spotlight Videos Launch

• Differentiated Lesson Plans• Printable reports of daily

assignments• Standards Tracking System

What is a widget?The McGraw-Hill Social Studies widget is a program for any computer with Internet access that acts as a one-stop launching pad for both software- and online-based programs.

How can the widget help my students and me?The widget is a convenient way for you and your students to access McGraw-Hill’s technology tools, both software-based and online. Some of the features of the widget include: • customizable links to frequently used Glencoe Web pages • recognition of, and compatibility with, Glencoe DVD and CD-ROM programs • QuickPass entry for fast access to chapter content and activities

Visit glencoe.com to download the free student and teacher versions of the McGraw-Hill Social Studies widget.

Using a WidgetTeach With Technology

822C

Visit glencoe.com and enter ™ code TAV9399c24T for Chapter 24 resources.

You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill Social Studies widget.

Student Teacher ParentMedia Library

• Section Audio ● ●

• Spanish Audio Summaries ● ●

• Section Spotlight Videos ● ● ●

The American Vision Online Learning Center (Web Site)• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In Motion Animations ● ● ●

• Study Central™ ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ● ● ●

• Historical Thinking Activities ●

• Beyond the Textbook ● ● ●

Integrating TechnologyChapter

http://www.glencoe.com


822D

The following videotape programs are available from Glencoe as supplements to this chapter:

• John F. Kennedy: A Personal Story (ISBN 0-76-700010-2)

• Lyndon Johnson: Triumph and Tragedy (ISBN 0-76-700109-5)

To order, call Glencoe at 1-800-334-7344. To find classroom resources to accompany many of these videos, check the following home pages:

A&E Television: www.aetv.comThe History Channel: www.historychannel.com

®

Index to National Geographic Magazine:

ChapterAdditional Chapter Resources

The following articles relate to this chapter:

• “Selma to Montgomery: The Road to Equality,” by Chuck Stone and Meria Joel Carstarphen, February 2000.

• “A Generation After Sputnik: Are the Soviets Ahead in Space?,” by Thomas Y. Canby, October 1986.

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

• ZipZapMap! USA Windows (ZipZapMap! USA)

Access National Geographic’s new, dynamic MapMachine Web site and other geography resources at: www.nationalgeographic.comwww.nationalgeographic.com/maps

• Timed Readings Plus in Social Studies helps stu-dents increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com

Index to National Geographic Magazine:

Use this database to search more than 30,000 titles to create a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 8 reading level:• John Fitzgerald Kennedy: America’s Youngest President,

by Lucy Post Frisbee

For students at a Grade 9 reading level:• John F. Kennedy, by Lucia Raatma

For students at a Grade 10 reading level:• The First Moon Landing, by Sabina Crewe and

Dale Anderson

For students at a Grade 11 reading level:• John F. Kennedy, by Michael Burgan

For students at a Grade 12 reading level:• Footprints on the Moon, by Alexandra Siy

Reading List Generator

CD-ROM

http://www.aetv.com

http://www.historychannel.com

http://www.jametowneducation.com

http://www.nationalgeographic.com

http://www.nationalgeographic.com/maps

822

U.S. PRESIDENTS

U.S. EVENTSWORLD EVENTS

822 Chapter 24 The New Frontier and the Great Society

Chapter

The New Frontier The New Frontier andand the Great SocietySECTION 1 The New Frontier

SECTION 2 JFK and the Cold War

SECTION 3 The Great Society

1961–1968

1961 1963

Kennedy1961–1963

1961• Bay of Pigs

invasion • Peace Corps

is created

Oct. 1962• Cuban missile

crisis

Nov. 1963• Kennedy is

assassinated; Johnson becomes president

Johnson1963–1969

1961• Construction of

Berlin Wall begins

1964• South Africa’s Nelson Mandela

sentenced to life in prison

Future President John F. Kennedy waves to a crowd while campaigning, January 1960.

Introducing

FocusMAKING CONNECTIONSCan Government Fix Society?Ask students to brainstorm ways in which society needs to be “fixed.” Have them suggest ways in which these needs have or have not been met by local, state, or national governments. Remind students of the great changes that the New Deal brought about in terms of providing a social safety net for citizens. Have them iden-tify areas that the New Deal did not address. (Possible answers include: universal health care, wom-en’s issues, and minority issues.) OL

TeachThe Big IdeasAs students study the chapter, remind them to consider the section-based Big Ideas included in each section’s Guide to Reading. The Essential Questions in the activities below tie in to the Big Ideas and help students think about and understand important chapter concepts. In addition, the Hands-on Chapter Projects with their culminating activities relate the content from each section to the Big Ideas. These activities build on each other as students progress through the chapter. Section activities culminate in the wrap-up activity on the Visual Summary page.

Chapter

Section 1The New FrontierEssential Question: What social issues did the Kennedy administration address? (affordable housing, minimum wage, women’s equality, disability rights) Tell students that in Section 1 they will learn about Kennedy’s domestic agenda and struggles with an unsup-portive Congress. OL

Section 2JFK and the Cold WarEssential Question: What efforts to achieve peace did the Kennedy administration follow? (diplomacy, foreign aid, Peace Corps, expansion of military, space exploration) Inform students that in this section they will learn about Kennedy’s creative efforts to prevent the further spread of communism and war. OL

Dinah Zike’s Foldables

Dinah Zike’s Foldables are three-dimensional, interac-tive graphic organizers that help students practice basic writing skills, review vocabu-lary terms, and identify main ideas. Instructions for creat-ing and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study Skills Foldables booklet.

823

Consumer and Environmental

Protection Education

Health and Welfare

War on Poverty

Chapter 24 The New Frontier and the Great Society 823

Categorizing Information Make a Four-Door Book Foldable listing the various programs of Lyndon Johnson’s Great Society. Sort the pro-grams into these four categories: War on Poverty, Health and Welfare, Education, and Consumer and Environmental Protection. As you read the chapter, list programs inside your Foldable under the four major categories.

1965 1967 1968

1965• Congress

establishes Medicare and Medicaid

1966• Congress passes the

Child Nutrition Act

1968• Lyndon Johnson

decides not to run for reelection

1966• Indira Gandhi

becomes prime minister of India

1968• Student riots

paralyze FranceVisit glencoe.com

and enter code TAV9846c24 for Chapter 24 resources.

MAKING CONNECTIONS

Can Government Fix Society?President John F. Kennedy and President Lyndon B. Johnson supported programs intended to end poverty and racism at home and promote democracy abroad. The War on Poverty and the Great Society programs marked the greatest increase in the federal government’s role in society since the New Deal. Kennedy’s aid programs for developing nations also marked a dramatic shift in American foreign policy towards promoting economic development abroad.

• How do you think Presidents Kennedy and Johnson changed American society? What programs from the 1960s still exist today?

Chapter Audio

Visit glencoe.com and enter code TAV9399c24T for Chapter 24 resources, including a Chapter Overview, Study Central™, Study-to-Go, Student Web Activity, Self-Check Quiz, and other materials.

Introducing

Chapter

More About the PhotoVisual Literacy Kennedy received the Democratic Party’s nomination on the first ballot in July 1960. He was the youngest person ever to be elected, a sharp contrast to then-President Dwight Eisenhower, who was, at 70, the oldest person up to that point to serve as president. Kennedy was a son of privilege. His father, Joseph Kennedy, one of the richest men in the United States, nourished and supported the political ambi-tions of his sons. In 1953 Kennedy had married Jacqueline Bouvier, an elegant and gracious woman whose presence on the campaign trail was an asset.

Section 3The Great SocietyEssential Question: What groups of peo-ple did Lyndon Johnson’s Great Society assist? (the poor, minorities, the elderly and uninsured, those unable to get an education) Tell students that in this section they will read about the massive reform efforts the Johnson administration supported. OL



Focus


Section 1

Guide to ReadingBig IdeasGovernment and Society Under the programs and policies of the Kennedy administration, women, persons with disabilities, and others gained a greater share of civil rights.

Content Vocabulary• missile gap (p. 824)• reapportionment (p. 828)• due process (p. 829)

Academic Vocabulary• commentator (p. 824)• arbitrary (p. 829)

People and Events to Identify• New Frontier (p. 825)• Earl Warren (p. 828)

Reading StrategyCategorizing As you read about the presidency of John F. Kennedy, complete a graphic organizer similar to the one below by listing the domestic successes and setbacks of his administration.

Successes Setbacks

In the presidential election campaign of 1960, John F. Kennedy promised to move the nation into “the New

Frontier.” After narrowly winning the election, Kennedy succeeded in getting only part of his agenda enacted.

The Election of 1960MAIN Idea In 1960 a youthful John F. Kennedy narrowly defeated Richard

M. Nixon in the presidential election.

HISTORY AND YOU Have you ever watched a televised political debate? Did you pay attention to the candidates’ looks and mannerisms? Read on to learn how television changed people’s perception of candidates.

On September 26, 1960, at 9:30 P.M. Eastern Standard Time, an estimated 75 million people sat indoors, focused on their television sets, watching the first televised presidential debate. The debate marked a new era of television politics.

During the 1960 presidential race, both parties made substantial use of television. The Democrats spent more than $6 million on television and radio spots, while the Republicans spent more than $7.5 million. Not everyone was happy with this new style of cam-paigning. Television news commentator Eric Sevareid complained that the candidates had become “packaged products” and declared, “the Processed Politician has finally arrived.”

The candidates in the first televised debate differed in many ways. The Democratic nominee, John F. Kennedy, was a Catholic from a wealthy and influential Massachusetts family. Richard M. Nixon, the Republican nominee and Eisenhower’s vice-president, was a Quaker from California; he had grown up in a family that struggled finan-cially. Kennedy seemed outgoing and relaxed, while Nixon struck many as formal and even stiff in manner.

The campaign centered on the economy and the Cold War. Although the candidates presented different styles, they differed little on these two issues. Both promised to boost the economy, and both portrayed themselves as “Cold Warriors,” determined to stop the forces of communism. Kennedy expressed concern about a suspected “missile gap,” claiming the United States lagged behind the Soviets in weaponry. Nixon warned that the Democrats’ fiscal policies would boost inflation, and that only he had the necessary foreign policy experience to guide the nation.

Kennedy’s Catholic faith became an issue, as Al Smith’s Catholicism had in 1928. The United States had never had a Catholic president, and many Protestants had concerns about Kennedy. Kennedy decided to confront this issue openly in a speech.

The New Frontier Section Audio Spotlight Video

Chapter 24 • Section 1

BellringerDaily Focus Transparency 24-1

Interpreting Bar Graphs

DAILY FOCUS SKILLS TRANSPARENCY 24-1

ANSWER: ATeacher Tip: Remind students that 1 represents $1 millionin advertising spending on the graph.UNIT

8Chapter 24

1960 Presidential CampaignCost of Advertising

0

1

2

3

4

5

6

7

8

9

10

1 =

$1,

000,

000

in A

dver

tisi

ng S

pend

ing

Democrats Republicans

Directions: Answer the followingquestion based on the graph.

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.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Guide to Reading

Successes Setbacks

more funds in defense and space exploration

health insurance for senior citizens

some advance in women’s rights

a Department of Urban Affairs

economic improvement

federal aid for education

assistance to the disabled

To generate student interest and provide a springboard for class discussion, access the Chapter 24, Section 1 video at glencoe.com or on the video DVD.

R Reading Strategies C Critical

Thinking D Differentiated Instruction W Writing

Support S Skill Practice

Teacher Edition• Act. Prior Know., p. 825• Inferring, p. 826• Using Word Parts,

p. 829

Additional Resources• Guid. Read. Act., URB

p. 48• Foldables, p. 78

Additional Resources• Geo. and History Act.,

URB p. 3• Quizzes and Tests,

p. 347• Linking Past and

Present, URB p. 34

Teacher Edition• Kinesthetic, p. 826

Additional Resources• Eng. Learner Act., URB

p. 25• Acad. Vocab. Act., URB

p. 29• Am. Art & Music Act.,

p. 39

Teacher Edition• Expository Writing,

p. 828

Additional Resources• Content Vocab. Act.,

URB p. 27

Additional Resources• Reinforcing Skills Act.,

URB p. 31• Read. Essen., p. 268

Resource Manager


WA9

MT4

UT4

WY3

CO6

NM4

TX24

ID4

CA32

AZ4

KS8

NE6

OR6

NV3

NY45

VT3

NH4 ME

5MA16MI

20

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6 5

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SD4

ND4 MN

11 WI12

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WV8 VA

12 MD9

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NJ16

CT8

RI4PA

32

KY10

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NC14OK

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HI3

PresidentialCandidate

KennedyNixonByrd

PopularVotes

34,227,09634,107,646

501,643

% ofPopular

Vote

49.72%49.55%0.73%

ElectoralVotes

30321915


“I believe in an America where the separa-tion of the church and state is absolute,” he said, “where no Catholic prelate would tell the president, should he be a Catholic, how to act.”

The four televised debates influenced the election’s outcome, one of the closest in American history. Kennedy won the popular vote by 119,000 out of 68 million votes cast, and the Electoral College by 303 votes to 219.

Despite his narrow victory, John F. Kennedy captured the imagination of the American public as few presidents had before him. During the campaign, many had been taken with Kennedy’s youth and optimism, and his Inaugural Address reinforced this impression.

In the speech, the new president declared that “the torch has been passed to a new gen-eration” and called on citizens to take a more active role in making the nation better. “My fellow Americans,” he exclaimed, “ask not what your country can do for you—ask what you can do for your country.”

Identifying What were the two main issues of the 1960 presidential election?

Kennedy Takes OfficeMAIN Idea Despite an uneasy relationship with

Congress, President Kennedy managed to get parts of his domestic agenda passed.

HISTORY AND YOU Do you think there are enough women in top government positions today? Read on to learn how Kennedy’s programs were designed to help women.

Upon entering office, President Kennedy set out to implement a legislative agenda that became known as the New Frontier. He hoped to increase aid to education, provide health insurance to the elderly, and create a Department of Urban Affairs. He would soon find that transforming lofty ideals into real leg-islation was no easy task on Capitol Hill.

Although the Democrats had majorities in both houses of Congress, Kennedy was unable to push through many of his programs. Kennedy had trailed Nixon in many Democratic districts and had not helped many Democrats get elected. Those who did win, therefore, did not feel they owed him anything.

Analyzing VISUALS 1. Assessing What region of the nation

went most solidly Republican?

2. Identifying Which states gave one or more electoral votes to Harry Byrd?

The PresidentialElection of 1960

The Election of 1960

▲ The Kennedy-Nixon debates marked the first televised presidential campaign. Senator Kennedy matched Vice President Nixon’s well-known debating skills, grasped facts about the way government worked, and showed he cared about Americans.

R


825

What Is a Great Society?

Step 1: How Court Decisions Affect Society Today In the first of four activi-ties relating to what makes a great society, students will use information in the section to relate 1960s Supreme Court decisions to modern American life.

Directions Have students review the Court decisions made during the 1960s. Then ask them to research newspaper, library, or Internet sources to find a recent event or

legal decision that relates to decisions made by the Supreme Court during the 1960s. Have them explain the connection between the recent event and the original Court decision.

Comparing and Contrasting In their pre-sentations, students will discuss ways in which the current event is similar to or dif-ferent from an event that led to a 1960s Supreme Court decision. OL (Project contin-ued on page 831)

Hands-On Chapter Project

Step 1

Teach

R Reading StrategyActivating Prior KnowledgeDirect students’ attention to the quotation by Senator Kennedy. Ask: Who had been the first Roman Catholic candidate cho-sen by a major party to run for president and in what election year did he run for that office? (Alfred Smith, 1928)

Analyzing VISUALS

Answers: 1. the West2. Mississippi, Alabama,

Oklahoma

Answer: The issues were the economy and the Cold War


Southern Democrats—who were a large part of the Democratic majority in Congress—viewed the New Frontier as too expensive and, together with Republicans, were able to defeat many of Kennedy’s proposals. Senator Everett Dirksen, Republican minority leader from Illinois, claimed that Kennedy’s efforts to increase the power of the federal government would push the nation down an ominous path.

Successes and SetbacksKennedy did achieve some victories, partic-

ularly in his efforts to improve the economy. Although the economy had soared through much of the 1950s, it had slowed by the end of the decade. In an effort to increase economic growth and create more jobs, Kennedy advo-cated deficit spending. The new president convinced Congress to invest more funds in defense and space exploration. Such spending did indeed create more jobs and stimulate eco-nomic growth.

In addition, Kennedy asked businesses to hold down prices and labor leaders to hold down pay increases. The labor unions in the steel industry agreed to reduce their demands for higher wages, but several steel companies raised prices sharply. In response, Kennedy threatened to have the Department of Defense buy cheaper foreign steel, and instructed the Justice Department to investigate whether the steel industry was fixing prices. The steel com-panies backed down and cut their prices, but the victory had strained the president’s rela-tions with the business community.

Kennedy also pushed for a cut in tax rates. When opponents argued that a tax cut would help only the wealthy, Kennedy asserted that lower taxes meant businesses would have more money to expand, which would create new jobs and benefit everybody. “A rising tide lifts all boats,” Kennedy explained to illustrate how tax cuts would help all Americans.

Congress refused to pass the tax cut because of fears that it would cause inflation. Congress also blocked his plans for health insurance for senior citizens and federal aid to education. However, they did agree to Kennedy’s request to raise the minimum wage and his proposal for an Area Redevelopment Act and a Housing Act. These acts helped to create jobs and build low-income housing in poor areas.

Expanding Women’s RightsThe issue of women’s rights also received

attention during the Kennedy administration. In 1961 Kennedy created the Presidential Commission on the Status of Women. The commission called for federal action against gender discrimination and affirmed the right of women to equally paid employment. The commission proposed the Equal Pay Act, which Kennedy signed in 1963. The commission also inspired the creation of similar groups on the state level to study the status of women.

Although he never appointed a woman to his cabinet, a number of women worked in prominent positions in the Kennedy adminis-tration, including Esther Peterson, assistant secretary of labor and director of the Women’s Bureau of the Department of Labor.

A New View of the DisabledIn 1961 Kennedy convened the President’s

Panel on Mental Retardation. The panel’s first report, containing 112 recommendations, called for funding of research into develop-mental disabilities and educational and voca-tional programs for people with developmental disabilities; a greater reliance on residential—as opposed to institutional—treatment cen-ters; and grants to provide prenatal services to women in low-income groups to promote healthy pregnancies.

Responding to the report, Congress enacted the Mental Retardation Facilities and Com-munity Mental Health Centers Construction Act of 1963. This legislation provided grants for construction of research centers; funds to train educational personnel to work with people with developmental disabilities; and grants to states for construction of mental health centers.

In 1962 Eunice Kennedy Shriver, the presi-dent’s sister, began a day camp at her home for children with developmental disabilities. Camp Shriver, as it was first known, offered people with disabilities a chance to be physically com-petitive. That effort later grew into the Special Olympics program. The first Special Olympics Games were held in Chicago in 1968.

Evaluating Why did Kennedy have difficulty getting his agenda enacted?

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D Differentiated Instruction

Kinesthetic Ask students to investigate local involvement in the Special Olympics program. Suggest that students help with a local event as part of their community service. OL

Answers: The legislation was perceived as too expensive and too broad in scope.

Additional Support

Activity: Economics Connection

Tax Cuts Does a rising tide really lift all boats, as Kennedy suggested? Invite a teacher from the business or economics department to class to discuss the idea of lower taxes helping to cre-ate new jobs and thus benefiting everyone. Encourage interested students to track the

federal stance on tax cuts for the past two decades and chart the results. Ask them to con-sider the effect of tax cuts on real wages and gross domestic product. AL

Differentiated Instruction

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Supreme Court Cases


★ Baker v. Carr, 1962★ Reynolds v. Sims, 1964

Background of the CasesAlthough many more Americans were living in urban areas, most states had not redrawn their political districts to refl ect this shift. This gave rural voters more political infl uence than urban voters. In Baker v. Carr, the Supreme Court ruled on whether federal courts had jurisdiction in lawsuits seeking to force states to redraw their electoral districts. In Reynolds v. Sims, the court decided whether uneven electoral districts violated the equal protection clause of the 14th Amendment.

How the Court RuledIn Baker v. Carr, the Supreme Court ruled that federal courts can hear lawsuits seeking to force state authorities to redraw electoral districts. In Reynolds v. Sims, the Court ruled that the inequality of representation in the Alabama legislature did violate the equal protection clause. These rulings forced states to reapportion their political districts according to the principle of “one person, one vote.”

Analyzing Supreme Court CasesDoes Each Vote Really Count?

PRIMARY SOURCE

The Court’s Opinion“Legislators represent people, not trees or acres. Legislators

are elected by voters, not farms or cities or economic interests. As long as ours is a representative form of government . . . the right to elect legislators in a free and unimpaired fashion is a bedrock of our political system. . . .

And, if a State should provide that the votes of citizens in one part of the State should be given two times, or fi ve times, or 10 times the weight of votes of citizens in another part of the State, it could hardly be contended that the right to vote of those residing in the disfavored areas had not been effectively diluted.

—Justice William Brennan, Jr., writing for the court in Reynolds v. Sims

PRIMARY SOURCE

Dissenting Views“As of 1961, the Constitutions of all but 11 States . . .

recognized bases of apportionment other than geographic spread of population. . . . The consequence of today’s decision is that . . . state courts, are given blanket authority and the constitutional duty to supervise apportionment. . . . It is diffi cult to imagine a more intolerable and inappropriate interference by the judiciary with the independent legislatures of the States. . . . [The Court] says only that ‘legislators represent people, not trees or acres,’. . . . But it is surely equally obvious . . . that legislators can represent their electors only by speaking for their inter-ests—economic, social, political—many of which do refl ect the place where the electors live. . . . These decisions also cut deeply into the fabric of our federalism.”

—Justice John Marshall Harlan dissenting in Reynolds v. Sims

1. Summarizing What is the main idea of the majority decision in Reynolds v. Sims?

2. Explaining Why does Justice Harlan disagree with the majority in Reynolds v. Sims?

3. Making Inferences How do you think reapportionment according to “one person, one vote” changed state politics?

▲ The 1962 Supreme Court. Seated left to right, Associate Justices Tom Clark and Hugo Black, Chief Justice Earl Warren, Associate Justices William O. Douglas and John Harlan; standing, left to right, Associate Justices Byron White, William Brennan, Potter Stewart, and Arthur Goldberg. Justices Byron White and Arthur Goldberg were appointed by Kennedy.

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Reading a Special Purpose Map

LEARNING THE SKILLA special purpose map focuses on a specific subject such as climate patterns, troop

movements, or immigration statistics. You can read a special purpose map by exam-ining its title and other parts, such as the key. You can then analyze the map basedon what you see in the key.

An election map is one type of special purpose map. It shows how people in a partic-ular area voted. Usually the map will represent each candidate in an election with a spe-cific color or pattern. You can tell which candidate goes with which pattern by lookingat the key. Election maps can be used to show state, county, or electoral district results

PRACTICING THE SKILLDIRECTIONS: Analyze the map below. Then answer the following questions on a separate sheet of paper.

1. What do the different patterns on the map represent?

2. The states are labeled with numbers that show how many electoral votes each state has. Which states were especially important in getting Kennedy elected?

3. Which two states split their electoral votes between two candidates?

4. Which of the states that Nixon won had the greatest number of electoral votes?

APPLYING THE SKILLDIRECTIONS: Use library or Internet resources to locate a special purpose map of your state.Write a paragraph describing the subject of the map and what information the map givesabout your state.

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Synthesizing Information

LEARNING THE SKILLTo be an effective reader, you need to be able to search for patterns in the text.

Patterns of information allow you to understand relationships between ideas in yourreading. When you take bits of information from various places in the text and com-bine them to help you understand what you are reading, this is called synthesizing.

To synthesize information, you have to arrange it so that you can make compar-isons. Look for patterns that will help you recognize the main ideas in the text. Thiswill help you to understand the material and draw conclusions from it. One place tolook for information about relationships between concepts is in summary para-graphs. Authors use summary paragraphs to repeat themes for the reader. Thesesummary paragraphs are useful for synthesizing information that was covered inprevious material.

PRACTICING THE SKILLDIRECTIONS: Read the following sentences, excerpted from pages 841–843 of your text. Using what you have learned about synthesizing information, identify patterns in PresidentJohnson’s actions. Write a summary statement synthesizing information from the sentencesregarding Johnson’s goals for the Great Society programs.

Major goals of the civil rights movement were achieved with the passage of the Civil Rights Act of1964, which barred discrimination of many kinds, and the Voting Rights Act of 1965, which protected voters from discriminatory practices.

It was clear that the president did not intend only to expand relief to the poor or to confine govern-ment efforts to material things.

More than 60 programs were initiated between 1965 and 1968. Among the most significant pro-grams were Medicare and Medicaid.

Great Society programs also strongly supported education.

One notable Great Society measure changed the composition of the American population: theImmigration Act of 1965.

APPLYING THE SKILLDIRECTIONS: Choose a partner to do this activity with you. On a separate sheet of paper,each partner should choose a section from the chapter and write a summary statement syn-thesizing details from the section. Partners should then exchange summary statements. Eachpartner should write out details in the text that support the other partner’s statement. Thenpartners may discuss these details and compare them to the details they originally used tocreate their summary statements.

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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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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 andtheir canidates can even collect contributions online.

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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.

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The New Frontier and the Great Society, 1961–1968

A. PRE-READING ACTIVITY

Previewing the MaterialDirections: Before reading the Primary Source selection from John F. Kennedy’s InauguralAddress on page 831, answer the following questions.

1. How was John F. Kennedy able to capture the imagination of the American Public?

2. Are there leaders today who inspire Americians the way Kennedy did?

B. PRE-READING ACTIVITY

Vocabulary ReviewDirections: Reviewing the words and expressions below will help you understand the reading.foe (n.): enemytemper (v.): to make strongdiscipline (v.): to train or developheritage (n.): cultural legacy; traditionconvert (v.): to change or transformsummons (n.): a call to actionembattled (adj): characterized by conflicttwilight (n.): the time between sunset and full darkness; an intermediate state that is not

clearly definedtribulation (n.): distress or suffering resulting from persecutiontyranny (n.): oppressive powergo forth (v.): to move forwardto pass a tourch (v.): to give over responsibility to a successorsister republics (n.): states with a close, interdependent relationshipto bear arms (v.): to have weapons; to be prepared for warto bear a burden (v.): to cope with something difficult and worrisome

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(continued)

Analyzing Supreme Court CasesDoes Each Vote Really Count?

TeachMore About the Case The notion of “one person, one vote” had already been articulated in the 1963 case Gray v. Sanders and extended to the legislative and congressional districts in Wesberry v. Sanders the following year. Over the next decade, the nation’s political map was redrawn in response to the many lawsuits subsequently filed on behalf of urban residents.

Answers: 1. uneven electoral districts vio-

lated the equal protection clause.

2. He believes it is a state, not a federal, issue.

3. Students may suggest that urban dwellers gained more influence.

AL Linking Past and Present Activity, URB p. 34

BL Reinforcing Skills Activity, URB p. 31

OL Reading Skills Activity, URB p. 21

ELL English Learner Activity, URB p. 25

Leveled Activities

For further information

on the Supreme Court cases refer-enced on this page, see pages R58–R61 in Supreme Court Case Summaries.


What Were the Major Decisions of the Warren Court?

Civil RightsBrown v. Board of Education (1954) Declared segregation in public schools unconstitutionalBaker v. Carr (1962) Established that federal courts can hear lawsuits seeking to force state authorities

to redraw electoral districtsReynolds v. Sims (1964) Mandated that state legislative districts be approximately equal in populationHeart of Atlanta Motel v. United States (1964) Upheld the Civil Rights Act of 1964 provision requiring desegregation of public

accommodationsLoving v. Virginia (1967) Forbade state bans on interracial marriage

Due ProcessMapp v. Ohio (1961) Ruled that unlawfully seized evidence cannot be used in a trialGideon v. Wainwright (1963) Established suspects’ right to a court-appointed attorney if suspects were unable to

afford oneEscobedo v. Illinois (1964) Affirmed right of the accused to an attorney during police questioningMiranda v. Arizona (1966) Required police to inform suspects of their rights during the arrest process

Freedom of Speech and ReligionEngel v. Vitale (1962) Banned state-mandated prayer in public schoolsAbington School District v. Schempp (1963) Banned state-mandated Bible reading in public schoolsNew York Times v. Sullivan (1964) Restricted circumstances in which celebrities could sue the media

Warren Court ReformsMAIN Idea Under Chief Justice Earl Warren, the

Supreme Court issued a number of decisions that altered the voting system, expanded due process, and reinterpreted aspects of the First Amendment.

HISTORY AND YOU Do you ever watch cop shows in which police officers read suspects their “Miranda rights”? Read on to learn about the origin of this process.

In 1953 President Eisenhower nominated Earl Warren, governor of California, to be Chief Justice of the United States. Under Warren’s leadership, the Supreme Court issued several rulings that dramatically reshaped American politics and society.

“One Man, One Vote”Some of the Warren Court’s more notable

decisions concerned reapportionment, or the way in which states draw up political districts based on changes in population. By 1960, many

more Americans resided in cities and suburbs than in rural areas. Yet many states had failed to change their electoral districts to reflect that population shift.

In Tennessee, for example, a rural county with only 2,340 voters had one representative in the state assembly, while an urban county with 133 times more voters had only seven. Thus, rural voters had far more political influ-ence than urban voters. Some Tennessee voters took the matter to court and their case wound up in the Supreme Court. In Baker v. Carr (1962), the Court ruled that the federal courts had jurisdiction to hear lawsuits seeking to force states to redraw electoral districts.

The Supreme Court subsequently ruled, in Reynolds v. Sims (1964), that the current appor-tionment system in most states was unconsti-tutional. The Warren Court required states to reapportion electoral districts along the princi-ple of “one man, one vote,” so that all citizens’ votes would have equal weight. The decision was a momentous one, for it shifted political

Analyzing VISUALS 1. Interpreting How did Brown v. Board of Education and Reynolds

v. Sims affect the nation?

2. Summarizing What three major policy areas did the Warren Court’s decisions affect?

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Additional Support

W Writing SupportExpository Writing Ask students to investigate the 2002 Texas redistricting case that went to the Supreme Court and the aftermath of the decision. Have them summarize their findings in a short essay agreeing or disagree-ing with the Court’s ruling. AL

Analyzing VISUALS

Answers: 1. Brown v. Board of Education

made segregation of public schools unconstitutional, requiring they be desegre-gated. Reynolds v. Sims led to a major restructuring of legis-lative voting districts.

2. civil rights, due process, and freedom of speech and religion

Activity: Interdisciplinary Connection

Civics Tell students that Eleanor Roosevelt remained politically active following her hus-band’s death. During the 1960 campaign, she appeared in a television commercial supporting John Kennedy for president. Her appearance signaled to women and traditional Democrats that Kennedy should be elected. Invite a civics

teacher to class to discuss with students the pit-falls of such “celebrity” endorsements and their effect on recent elections. OL

Section 1 REVIEW

829

power from rural and often conservative areas to urban areas, where more liberal voters resided. The Court’s decision also boosted the political power of African Americans and Hispanics, who often lived in cities.

Extending Due ProcessIn a series of rulings, the Supreme Court began to use the

Fourteenth Amendment to apply the Bill of Rights to the states. Originally, the Bill of Rights applied only to the federal govern-ment. Many states had their own bills of rights, but some federal rights did not exist at the state level. The Fourteenth Amendment states that “no state shall . . . deprive any person of life, liberty, or property without due process of law.” Due process means that the law may not treat individuals unfairly, arbitrarily, or unreason-ably, and that courts must follow proper procedures when trying cases. Due process is meant to ensure that all people are treated the same by the legal system. The Court ruled in several cases that due process meant applying the federal bill of rights to the states.

In 1961 the Supreme Court ruled in Mapp v. Ohio that state courts could not consider evidence obtained in violation of the fed-eral Constitution. In Gideon v. Wainwright (1963), the Court ruled that a defendant in a state court had the right to a lawyer, regardless of his or her ability to pay. The following year, in Escobedo v. Illinois, the justices ruled that suspects must be allowed access to a lawyer and must be informed of their right to remain silent before being questioned by the police. Miranda v. Arizona (1966) went even fur-ther, requiring that authorities immediately inform suspects that they have the right to remain silent; that anything they say can and will be used against them in court; that they have a right to a lawyer; and that, if they cannot afford a lawyer, the court will appoint one for them. Today these warnings are known as the Miranda rights.

Prayer and PrivacyThe Supreme Court also handed down decisions that reaf-

firmed the separation of church and state. The Court applied the First Amendment to the states in Engel v. Vitale (1962). In this ruling, the Court decided that states could not compose official prayers and require those prayers to be recited in public schools. The following year, in Abington School District v. Schempp, it ruled against state-mandated Bible readings in public schools. Weighing in on another issue, the Court ruled in Griswold v. Connecticut(1965) that prohibiting the sale and use of birth-control devices violated citizens’ constitutional right to privacy.

As with most rulings of the Warren Court, these decisions delighted some and deeply disturbed others. What most people did agree upon, however, was the Court’s pivotal role in shaping national policy. The Warren Court, wrote New York Times colum-nist Anthony Lewis, “has brought about more social change than most Congresses and most Presidents.”

Examining What was the significance of the “One Man, One Vote” ruling?

Vocabulary1. Explain the significance of: missile gap,

New Frontier, Earl Warren, reapportion-ment, due process.

Main Ideas2. Interpreting In what ways was the

1960 presidential election a turning point in political campaign history?

3. Summarizing What progress was made for women’s rights during Kennedy’s administration?

4. Describing Name three decisions of the Warren Court and explain how each pro-tected civil rights.

Critical Thinking5. Big Ideas What were some successes

and failures of Kennedy’s New Frontier? How did the new programs change the lives of Americans?

6. Organizing Use a graphic organizer sim-ilar to the one below to list the economic policies of the Kennedy administration.

Economic Policies

7. Analyzing Visuals Look at the election map on page 825. Which states split their electoral votes?

Writing About History8. Expository Writing In his Inaugural

Address, President Kennedy asked his fellow Americans to “ask what you can do for your country.” Respond to this statement in an essay.

Study Central™ To review this section, go to glencoe.com and click on Study Central.

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R Reading StrategyUsing Word Parts Point out to students the academic vocabulary term arbitrarily. Ask them to iden-tify the root word (arbitrary) and to note the change in spelling when a suffix is added. EL

Answer: All citizens’ votes would have equal weight regardless of where they lived.

Section 1 REVIEW

Answers

1. All definitions can be found in the section and the Glossary.

2. Television played a more influential role. 3. Presidential Commission on the Status of

Women, ending gender discrimination in federal civil service, and the Equal Pay Act

4. Answers should include any of the civil rights decisions listed on page 828 and include explanations of how each influ-enced civil rights.

5. successes: federal action against gender dis-crimination, assistance to people with dis-abilities, development in lower income areas, and raising the minimum wage; fail-ures: no increase in federal aid for education or to senior citizens; changes: more money for cost of living, educational and work opportunities for people with disabilities, and better housing for lower-income families

6. answers may include: a cut in tax rates, an increase in funds for defense and space exploration, an increase in the minimum wage, housing and redevelopment

7. Oklahoma and Alabama 8. Students’ essays will vary but should focus

on the meaning of Kennedy’s statement.

Assess

Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: How was Kennedy’s term truly a New Frontier? (Students may suggest space exploration, court-mandated reforms, and new opportunities for women and people with develop-mental disabilities.)


During the Kennedy Administration, ongoing ten-sions with the Soviet Union led to crises over Cuba

and West Berlin. To contain communism and stay ahead of the Soviet Union in technology, President Kennedy created aid programs for developing nations and expanded the space program.

Containing CommunismMAIN Idea President Kennedy developed new programs to combat the

spread of communism.

HISTORY AND YOU Would you consider joining the Peace Corps and serv-ing in a foreign country? Read on to learn about Kennedy’s diplomatic efforts in Latin America.

When John F. Kennedy entered the White House, he had to devote much of his time to foreign policy. The Cold War with the Soviet Union dominated all other concerns at the time, and Kennedy attempted to stop the spread of communism with a range of pro-grams. These included a conventional weaponry program to give the nation’s military more flexibility, a program to provide economic aid to Latin America, and the creation of the Peace Corps to help devel-oping nations worldwide.

A More Flexible ResponseKennedy took office at a time of growing global instability.

Nationalism was exploding throughout the developing world, and the Soviet Union actively supported “wars of national liberation.”

Kennedy felt that Eisenhower had relied too heavily on nuclear weapons, which could be used only in extreme situations. To allow for a “flexible response” if nations needed help resisting Communist movements, the president pushed for a buildup of troops and con-ventional weapons. Kennedy also expanded the Special Forces, an elite army unit created in the 1950s to wage guerrilla warfare in lim-ited conflicts, and allowed the soldiers to wear their distinctive “Green Beret” headgear.

Aid to Other CountriesKennedy wanted to renew diplomatic focus on Latin America.

Conditions in many Latin American societies were not good: Governments were often in the hands of the wealthy few and many

Section 2

JFK and the Cold War Section Audio Spotlight Video


Guide to ReadingBig IdeasEconomics and Society The Kennedy administration used foreign aid to improve relations with Latin American countries and lessen the appeal of left-wing movements.

Content Vocabulary• flexible response (p. 830)• space race (p. 832)

Academic Vocabulary• conventional (p. 830)• institute (p. 833)• remove (p. 835)

People and Events to Identify• Peace Corps (p. 832)• Berlin Wall (p. 834)• Warren Commission (p. 835)

Reading StrategySequencing As you read about the crises of the Cold War, complete a time line similar to the one below to record the major events of the Cold War in the 1950s and early 1960s.

Jan. 1959

Nov. 1963


Focus


Analyzing Information


ANSWER: HTeacher Tip: Remind students to base their answer on thefactual data available.UNIT

8Chapter 24

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.


Guide to ReadingAnswers may include: January 1959: Castro’s overthrow of Batista; April 17, 1961: Bay of Pigs; June 1961: Kennedy and Khrushchev meet in Vienna; October 1962: Cuban missile crisis; October 1962: Soviets agree to remove missiles from Cuba; November 1963: Kennedy assassinated

To generate student interest and provide a springboard for class discussion, access the Chapter 24, Section 2 video at glencoe.com or on the video DVD




Teacher Edition• Act. Prior Know., p. 834

Additional Resources• Prim. Source Read.,

URB p. 35• Guid. Read. Act., URB

p. 49• Enrichment Act., URB

p. 45

Teacher Edition• Making Inferences,

p. 833

Additional Resources• Quizzes and Tests,

p. 348• Interpret. Pol. Cartoons

Act., URB p. 41

Teacher Edition• Advanced Learners,

p. 832

Teacher Edition• Narrative Writing, p. 833

Teacher Edition• Visual Literacy, p. 831• Using Geo. Skills, p. 834

Additional Resources• Hist. Analysis Skill, URB

p. 22• Read. Essen., p. 271• Time Line Act., URB

p. 33

Resource Manager



of their citizens lived in extreme poverty. In some countries, these conditions spurred the growth of left-wing movements aimed at over-throwing their governments.

When the United States became involved in Latin America, it usually did so to help existing governments stay in power and to prevent Communist movements from flourishing. Poor Latin Americans resented this intrusion, just as they resented American corporations, whose presence was seen as a kind of imperialism.

The Alliance for Progress To improve relations between the United States and Latin America, Kennedy proposed an Alliance for

Progress, a series of cooperative aid projects with Latin American governments. The alli-ance was designed to create a “free and pros-perous Latin America” that would be more stable and less likely to support Communist-inspired revolutions.

Over a 10-year period, the United States pledged $20 billion to help Latin American countries establish better schools, housing, health care, and fairer land distribution. The results were mixed. In some countries—notably Chile, Colombia, Venezuela, and the Central American republics—the alliance did promote real reform. In others, local rulers used the money to keep themselves in power.

1. Expressing What commitment does Kennedy make with respect to human rights?

2. Classifying To what three specific groups does Kennedy promise aid, and what aid is promised?

3. Finding the Main Idea What does Kennedy indicate are the common enemies of humankind?

PRIMARY SOURCE

“Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans—born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage—and unwilling to witness or permit the slow undoing of those human rights to which this Nation has always been committed. . . . Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, in order to assure the survival and the success of liberty. . . .

To those old allies whose cultural and spiritual origins we share, we pledge the loyalty of faithful friends. . . . To those peoples in the huts and villages across the globe struggling to break the bonds of mass misery, we pledge our best efforts to help them help themselves . . . To our sister republics south of our border, we offer a special pledge—to convert our good words into good deeds—in a new alliance for progress—to assist free men and free governments in casting off the chains of poverty. . . .

Now the trumpet summons us again—not as a call to bear arms, though arms we need; not as a call to battle, though embattled we are—but a call to bear the burden of a long twilight struggle, year in and year out, “rejoicing in hope, patient in tribulation”—a struggle against the common enemies of man: tyranny, poverty, disease, and war itself. . . .

And so, my fellow Americans: ask not what your country can do for you—ask what you can do for your country. My fel-low citizens of the world: ask not what America will do for you, but what together we can do for the freedom of man.”

—Inaugural Address delivered January 20, 1961

John F. Kennedy’s Inaugural Address

▲ John F. Kennedy delivers his inaugural speech, January 20, 1961. He spoke of the obligation of his generation to defend liberty. To his right is incoming Vice President Lyndon Johnson.

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Step 2: Motivational SpeechesStudents will research memorable speeches made by leaders, writers, and citizens that relate to the building of a great society.

Directions Have students conduct news-paper, library, or Internet research to find speeches made by people throughout his-tory. Speeches may be historical or current. Students may research speeches made by Americans or other citizens of the world.

Encourage students to find a speech that is aimed at the building of an improved or just society. Students should find speeches that are inspirational to them.

Analyzing Primary Sources Students will select the parts of the speech that are most relevant and inspirational to share with the rest of the class, either as oral presentations or in typed papers. OL (Project continued on page 839)

Teach

S Skill PracticeVisual Literacy Ask students to look carefully at the photograph of Kennedy giv-ing his Inaugural Address Ask: How do Kennedy and Johnson differ from the other men in the photograph? (They are not wearing hats.) Tell students that this difference in style led to a decline in men wearing hats.

Answers: 1. He is not willing to see or

allow the slow undoing of human rights.

2. to old allies: the loyalty of faithful friends; to peoples struggling to break free of misery: our best efforts to help them help themselves; to republics south of our bor-der; to help cast off the chains of poverty

3. tyranny, poverty, disease, and war


Step 2

TECHNOLOGY& HISTORY


The Peace Corps Another program aimed at helping less-developed nations fight pov-erty was the Peace Corps, an organization that sent Americans to provide humanitarian services in less-developed nations.

After rigorous training, volunteers spent two years in countries that requested assistance. They laid out sewage systems in Bolivia and trained medical technicians in Chad. Others taught English or helped to build roads. Today, the Peace Corps is still active and remains one of Kennedy’s most enduring legacies.

The Cold War in SpaceIn 1961 Yuri Gagarin (YHOO•ree gah•

GAHR•ihn), a Soviet astronaut, became the first person to orbit Earth. Again, as in 1957 when they launched Sputnik, the first satellite, the Soviets had beaten the United States in the space race. President Kennedy worried about the impact of the flight on the Cold War. Soviet successes in space might convince the world that communism was better than capitalism.

Less than six weeks after the Soviet flight, the president went before Congress and declared: “I believe this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon.”

Kennedy’s speech set in motion a massive effort to develop the necessary technology. In 1962 John Glenn became the first American to orbit Earth. Three years later, the United States sent three men into orbit in a capsule called Apollo. Apollo was launched using the Saturn V, the most powerful rocket ever built. The Saturn V was able to give both Apollo and the lunar module—which astronauts would use to land on the moon—enough velocity to reach the moon.

On July 16, 1969, a Saturn V lifted off in Florida, carrying three American astronauts: Neil Armstrong, Edwin “Buzz” Aldrin, and Michael Collins. On July 20 Armstrong and Aldrin boarded the lunar module, named Eagle, and headed down to the moon. Minutes later, Armstrong radioed NASA’s flight center in Texas: “Houston . . . the Eagle has landed.”

Armstrong became the first human being to walk on the moon. As he set foot on the lunar surface, he announced: “That’s one small step for a man, one giant leap for mankind.” The United States had won the space race and decisively demonstrated its technological superiority over the Soviet Union.

Examining What global chal-lenges did Kennedy face during his presidency?

Space Technology Cold War ten-sions between the United States and the Soviet Union fueled the space race. Both countries vied for superiority in aeronau-tical technology and dominance in space exploration.

▲ American astronaut John Glenn is loaded into his space capsule, named Friendship 7, on February 20, 1962, shortly before being launched into orbit.

▲ NASA recruited seven astronauts for its first manned space program. Each astronaut would ride in a Mercury capsule atop an ICBM reconfigured to lift them into space. The first American astronaut to ride into space in the capsule was Alan Shepard. The first American to orbit Earth was John Glenn.

▲ John Glenn in orbit around Earth

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Advanced Learners Ask stu-dents to investigate the controver-sies surrounding violence against Peace Corps volunteers. Have them present their findings. AL

By the mid-1960s, NASA (National Aeronautics and Space Administration) had about 400,000 people in space programs, with 35,000 focused on the Apollo mis-sion of getting a man to the Moon. Between 1969 and 1972, twelve astronauts walked on the Moon, col-lected rock samples, set up experiments, and took photographs.

Answer: the spread of communism, Latin American relations, reduc-ing the threat of nuclear war, and winning the space race

Additional Support

Activity: Collaborative Learning

Investigating Peace Corps Projects Organize the class into three groups, assigning each group one of the following regions: Africa, Asia, or Latin America. Have each group use library or Internet resources to research and pre-pare a visual report using charts and maps on the current work of the Peace Corps in their assigned region. Suggest that groups provide

both an overview of the work and an in-depth look at one project of special interest. Have groups share their completed reports with the class. OL


Crises of the Cold WarMAIN Idea President Kennedy faced foreign

policy crises in Cuba and Berlin.

HISTORY AND YOU Do you think the embargo against Cuba should be lifted? Read on to learn about the crises President Kennedy faced over Cuba.

President Kennedy’s efforts to combat Communist influence in other countries led to some of the most intense crises of the Cold War. At times these crises left Americans and people in many other nations wondering whether the world would survive.

The Bay of PigsThe first crisis occurred in Cuba, only 90

miles (145 km) from American shores. There, Fidel Castro had overthrown the corrupt Cuban dictator Fulgencio Batista in 1959. Almost immediately, Castro established ties with the Soviet Union, instituted drastic land reforms, and seized foreign-owned businesses, many of which were American. Cuba’s alliance with the Soviets worried many Americans. The Communists were now too close for comfort, and Soviet premier Nikita Khrushchev was

also expressing his intent to strengthen Cuba militarily.

Fearing that the Soviets would use Cuba as a base from which to spread revolution throughout the Western Hemisphere, President Eisenhower had authorized the CIA to secretly train and arm a group of Cuban exiles, known as La Brigada, to invade the island. The inva-sion was intended to set off a popular uprising against Castro.

When Kennedy became president, his advisers approved the plan. In office less than three months and trusting his experts, Kennedy agreed to the operation with some changes. On April 17, 1961, some 1,400 armed Cuban exiles landed at the Bay of Pigs on the south coast of Cuba. The invasion was a disaster. La Brigada’s boats ran aground on coral reefs; Kennedy canceled their air support to keep the United States’ involvement a secret; and the expected popular uprising never happened. Within two days, Castro’s forces killed or cap-tured almost all the members of La Brigada.

The Bay of Pigs was a dark moment for the Kennedy administration. The action exposed an American plot to overthrow a neighbor’s government, and the outcome made the United States look weak and disorganized.

Analyzing VISUALS 1. Calculating What analysis can you make about the

size of the space capsules and modules used in space?

2. Describing How does the Moon’s surface appear in these photos?

3. Identifying What was the purpose of the Lunar Module?

▲ Apollo capsule carried three astronauts.

Lunar Module ▲ Neil Armstrong was the first person to walk on the Moon.

▲ Buzz Aldrin descended to the Moon’s surface, July 20, 1969, becoming the second man to walk on the Moon.

▲ To reach the Moon, NASA developed the giant Saturn V rocket, which lifted a three-person capsule, called Apollo, and a landing craft, called the Lunar Module, into space. Once Apollo and the Lunar Mod-ule entered orbit around the Moon, the Lunar Module carried two astronauts from the Apollo capsule down to the Moon’s surface.

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C Critical ThinkingMaking Inferences Draw stu-dents’ attention to the second paragraph of the second column, which alludes to Kennedy’s inex-perience and his trust of his advi-sors. Ask students to infer what the text is suggesting in this sen-tence. (Students may say that if Kennedy had had more experience or less trust in his experts, the inva-sion might not have failed.) OL

W Writing SupportNarrative Writing Invite stu-dents to imagine an alternative ending to the Bay of Pigs invasion, in which the uprising succeeded as planned. Have them write this alternative ending, considering the effect it would have on U.S.–Latin American relations AL

Analyzing VISUALS

Answers: 1. lots of extra space for fuel2. gray, barren3. to carry crew members from

the space capsule to the Moon’s surface

Additional Support

Activity: Interdisciplinary Connection

Science Organize students into small groups and explain that they will investigate the practical outcomes of the U.S. space program. Ask students to use library or Internet resources to find out how the work of the space program has affected every-day life for all Americans. Suggest that each group select an area such as medicine, robotics, or safety devices on which to focus. Have groups present their findings to the class. OL

October 27, 1962: a U2 spyplane is shot down over Cuba

Site of the Bay of Pigs Invasion:launched Apr. 15, 1961

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The Berlin Wall Goes UpKennedy faced another foreign policy chal-

lenge beginning in June 1961, when he met with Soviet Premier Nikita Khrushchev in Vienna, Austria. Khrushchev wanted to stop the flood of Germans pouring out of Communist East Germany into West Berlin. He demanded that the Western powers recog-nize East Germany and that the United States, Great Britain, and France withdraw from Berlin, a city lying completely within East Germany. Kennedy refused and reaffirmed the West’s commitment to West Berlin.

Khrushchev retaliated by building a wall through Berlin, blocking movement between the Soviet sector and the rest of the city. Guards posted along the wall shot at many of those attempting to escape from the East. For nearly 30 years afterward, the Berlin Wall stood as a visible symbol of Cold War divisions.

The Cuban Missile CrisisBy far the most terrifying crisis of the

Kennedy era occurred the next year. During the summer of 1962, American intelligence agencies learned that Soviet technicians and equipment had arrived in Cuba and that mili-tary construction was in progress. On October 22, President Kennedy announced on televi-sion that American spy planes had taken aerial photographs showing that the Soviet Union had placed long-range missiles in Cuba. Enemy missiles stationed so close to the United States posed a dangerous threat.

Kennedy ordered a naval blockade to stop the delivery of more missiles, demanded the existing missile sites be dismantled, and warned that if attacked, the United States would respond fully against the Soviet Union. Still, work on the missile sites continued. Nuclear holocaust seemed imminent.

Analyzing GEOGRAPHY 1. Location Near what major Cuban city are the missiles placed?

2. Regions What is the distance from those missiles to Miami?

3. Place Where in Cuba did the Bay of Pigs invasion begin?

See StudentWorksTM Plus or glencoe.com.

The Cuban Missile Crisis, October 1962

▲ Fidel Castro in 1963

▲

USS Vesole intercepts a Soviet ship during the U.S. blockade on Cuba.

▲ The presence of missiles in Cuba was confirmed by aerial photographs.

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(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 McNamara [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.

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Differentiated Instruction

R Reading StrategyActivating Prior Knowledge Ask students to recall the division of Germany following World War II as well as the subsequent merg-ing of Allied zones. OL

S Skill PracticeUsing Geography Skills Direct students’ attention to the map of Cuba and the site of the Bay of Pigs invasion. Ask: Why do you think that site was chosen? (Students may say it was far from Havana and that the CIA hoped the rebels could land unnoticed. Also, there was probably a good harbor there.) BL

Analyzing GEOGRAPHY

Answers: 1. Havana2. about 250 miles3. a bay southeast of Havana

Primary Source Reading, URB p. 35

Differentiated Instruction Activities BL Create a time line sequencing the

information Kennedy received. AL Find out more about the communica-

tions between Kennedy and Khrushchev. How are their negotiation strategies similar or different?

ELL Create a list of unfamiliar words, and define the words using a dictionary.

Objective: Read primary sources to understand key events in history.

Focus: Identify the main issue of the transcript.Teach: Explain the background of the Cuban missile

crisis.Assess: Discuss Kennedy’s reaction to the discovery of

missiles in Cuba.Close: Summarize the transcript.

Reading Primary Sources: The Cuban Missile Crisis


REVIEW

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Then, after a flurry of secret negotiations, the Soviet Union offered a deal. It would remove the missiles if the United States promised not to invade Cuba and to remove its missiles from Turkey near the Soviet border. The reality was that neither Kennedy nor Khrushchev wanted nuclear war. “Only lunatics . . . who themselves want to perish and before they die destroy the world, could do this,” wrote the Soviet leader. On October 28, the leaders reached an agreement. Kennedy publicly agreed not to invade Cuba and privately agreed to remove the Turkish missiles; the Soviets agreed to remove their missiles from Cuba. The world could breathe again.

The Cuban missile crisis forced the United States and the Soviet Union to consider the consequences of nuclear war. In August 1963, the two countries concluded years of negotiation by agreeing to a treaty that banned testing nuclear weapons in the atmosphere.

In the long run, however, the missile crisis had ominous con-sequences. The humiliating retreat the United States forced on the Soviet leadership undermined the position of Nikita Khrushchev and contributed to his fall from power a year later. The crisis also exposed the Soviets’ military inferiority and prompted a dramatic Soviet arms buildup over the next two decades. This buildup contributed to a comparable military increase in the United States in the early 1980s.

Death of a PresidentSoon after the Senate ratified the test ban treaty, John F.

Kennedy’s presidency ended shockingly and tragically. On November 22, 1963, Kennedy and his wife traveled to Texas. As the presidential motorcade rode slowly through the crowded streets of Dallas, gunfire rang out. Someone had shot the presi-dent twice—once in the throat and once in the head. Horrified government officials sped Kennedy to a nearby hospital, where he was pronounced dead moments later.

Lee Harvey Oswald, the man accused of killing Kennedy, appeared to be a confused and embittered Marxist who had spent time in the Soviet Union. He himself was shot to death while in police custody two days after the assassination. The bizarre situa-tion led some to speculate that the second gunman, local night-club owner Jack Ruby, killed Oswald to protect others involved in the crime. In 1964 a national commission headed by Chief Justice Warren concluded that Oswald was the lone assassin. The report of the Warren Commission left some questions unanswered, and theories about a conspiracy to kill the president have per-sisted, though none has gained wide acceptance.

In the wake of the assassination, the United States and much of the world went into mourning. Thousands traveled to Washington, D.C., and waited in a line several miles long outside the Capitol to walk silently past the president’s flag-draped casket.

Kennedy was president for little more than 1,000 days. Yet he made a profound impression on most Americans. Kennedy’s suc-cessor, Vice President Lyndon Baines Johnson, set out to promote many of the programs that Kennedy left unfinished.

Summarizing How was the Cuban missile crisis resolved?

Section 2

Vocabulary1. Explain the significance of: flexible

response, Peace Corps, space race, Berlin Wall, Warren Commission.

Main Ideas2. Explaining What were the goals of the

Alliance for Progress?

3. Discussing How did Kennedy and Khrushchev reach an agreement to end the Cuban missile crisis? What were the details of this agreement?

Critical Thinking4. Big Ideas What was the role of foreign

aid in relations between the United States and Latin America?

5. Organizing Use a graphic organizer sim-ilar to the one below to list the programs that Kennedy used to reduce the threat of nuclear war and to try to stem communism.

Programs

6. Analyzing Visuals Look at the photo-graph of John Glenn on page 832. What is the name of his craft, and why do you think the name might have been chosen?

Writing About History7. Descriptive Writing Assume the role of

an American citizen during the Cuban mis-sile crisis. Write a journal entry describing the mood of the country during that time.



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Assess

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: What difference do you think it might have made if Kennedy had been able to complete a term in office? (Students may suggest that some of his goals would have been accomplished over time and that he would have found a way to work effectively with Congress and other world leaders.)

Answers


2. The goals were to create cooperative aid projects that helped establish better schools, improve housing, distribute land more equitably, and improve health care in Latin America.

3. They communicated through secret negoti-ations. The Soviets would remove the mis-siles from Cuba, while Kennedy promised publicly not to invade Cuba and privately to remove missiles from Turkey.

4. to help governments stay in power and pre-vent communist revolutions

5. conventional weaponry program, aid to for-eign governments, the Peace Corps

6. The craft is called the Friendship 7. It may signal a desire to indicate coming in peace.

7. Journal entries will vary but should focus on emotions.

Section 2 REVIEW

Answer: Through negotiations, the Soviet Union agreed to remove the missiles, and Kennedy agreed not to invade Cuba and to remove missiles from Turkey.


V E R B A T I M

EyewitnessOn May 22, 1964, PRESIDENT LYNDON JOHNSON delivered a speech in Ann Arbor, Michigan, outlining his domestic agenda that would become known as “The Great Society.” Speechwriter and policy adviser Richard Goodwin watched the speech on videotape the next morning back in Washington. He recalls his reaction:

Then, with the cheers, at first muted as if the audience were surprised at their own response, then mounting toward unrestrained, accepting delight, Johnson concluded: “There are those timid souls who say . . . we are condemned to a soulless wealth. I do not agree. We have the power to 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 men will look back and say: It was then, after a long and weary way, that man turned 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 sound track. . . . 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 ?

“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 hearing that 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 JR., 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

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FocusIntroducing TIME Notebook

Inform students that in this speech, given six months after Kennedy’s assassination, LBJ set forth his domestic agenda. Ask: Why was this speech important to the new president and to the nation? (Students may suggest that the speech gives hope after the sadness of Kennedy’s death and calls on peo-ple to do their part toward making a new, richer life.) Ask students to identify particular phrases they find inspiring. Then Ask: What political ideals have recent leaders held out to the nation? How do they compare with Johnson’s ideas?

Teach


Auditory/Musical Invite inter-ested students to locate record-ings of the great hits by the groups listed and to play them for the class. Ask students to compare and contrast the music and lyrics with current hit songs. BL

Lyndon Johnson’s Rhetorical SkillsLBJ came from a political family; his mater-nal grandfather was a Texas secretary of state and his father was a member of the Texas legislature. Lyndon was handing out pamphlets and attending political rallies by the time he was six. At ten, he accompanied

his father to sessions of the legislature to watch the activity from the gallery. Teaching Mexican-American children in real poverty the year he dropped out of college to earn money, he honed their English skills with recitations, debates, and spelling bees. In college, working as a janitor, he made

speeches and told stories to walls and door-mats as he worked. One Senate Committee assistant recalled that Johnson “said the only power he had was the power to per-suade. That’s like saying the only wind we have is a hurricane.”

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Extending the Content

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N U M B E R S

MilestonesPERFORMED IN ENGLISH, 1962. THE CATHOLIC MASS, following Pope John XXIII’s Second Vatican Council. “Vatican II” allows the Latin mass to be translated into local languages around the world.

ENROLLED, 1962. JAMES MEREDITH, at the University of Mississippi, following a Supreme Court ruling that ordered his admission to the previously segregated school. Rioting and a showdown with state officials who wished to bar his enrollment preceded Meredith’s entrance to classes.

BROKEN, 1965. 25-DAY FAST BY CÉSAR CHÁVEZ, labor organizer. His protest convinced others to join his nonviolent strike against the grape growers; shoppers boycotted table grapes in sympathy.

STRIPPED, 1967. MUHAMMAD ALI, of his heavyweight champion title, after refusing induction into the army following a rejection of his application for conscientious objector status. The boxer was arrested, given a five-year sentence, and fined $10,000.

PICKETED, 1968. THE MISS AMERICA PAGEANT in Atlantic City, by protesters who believe the contest’s emphasis on women’s physical beauty is degrading and minimizes the importance of women’s intellect.

7% Percentage of African American adults registered to vote in Mississippi in 1964 before passage of the Voting Rights Act of 1965

67% Percentage of African American adults in Mississippi registered to vote in 1969

70% Percentage of white adults registered to vote in 1964, nationwide

90% Percentage of white adults registered to vote nationwide in 1969

57 Number of days senators filibustered to hold up passage of the Civil Rights Bill in 1964

14½ Hours duration of all-night speech delivered by Senator Robert Byrd before a cloture vote stopped the filibuster

72% Percentage of elementary and high school teachers who approved of corporal punishment as a disciplinary measure in 1961

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

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Space RaceWant to capture some of the glamour and excitement of space exploration? 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

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

C R I T I C A L T H I N K I N G1. Determining Cause and Effect Who did the Voting Rights Act of 1965 help more—whites or African Americans? Explain your answer.

2. Speculating Why do you think President Kennedy was eager to best the Soviets in space?


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Predicting Consequences Ask a volunteer to read the information about Muhammad Ali to the class. Ask: What effect do you think Ali’s refusal to serve in the army had on others who claimed conscientious objector status? How might it have affected those already serving in the army? (Ask students to share their responses in a class discussion.)

C Critical ThinkingIdentifying Central Issues The Miss America Pageant and other beauty contests continue to generate controversy. Ask stu-dents to debate the value of such competitions today. OL

Assess/CloseVisit the Time Web site at www.time.com for up-to-date news, weekly magazine articles, editori-als, online polls, and an archive of past magazine and Web articles.

Critical Thinking Answers:

1. Students may suggest that it helped African Americans, since a larger percentage of them were registered to vote, or that it helped whites, because they were the major-ity, and a 20 percent increase in voter registration would be significant.

2. Students’ responses will vary but may conclude that the United States was not used to thinking of itself as less than first in anything.


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Guide to ReadingBig IdeasIndividual Action President Lyndon B. Johnson relied on his experience and persuasiveness to get civil rights and antipoverty bills enacted.

Content Vocabulary• consensus (p. 839)

Academic Vocabulary• confine (p. 841)• subsidy (p. 842)

People and Events to Identify• War on Poverty (p. 839)• VISTA (p. 840)• Barry Goldwater (p. 840)• Great Society (p. 841)• Medicare (p. 841)• Medicaid (p. 841)• Head Start (p. 842)• Robert Weaver (p. 842)

Reading StrategyOrganizing As you read about Lyndon Johnson’s presidency, complete a graphic organizer similar to the one below to list the social and economic programs started during his administration.

Johnson’sPrograms

Section 3

Lyndon B. Johnson had decades of experience in Congress and was skilled in getting legislation

enacted. When he became president, he moved quickly to push for passage of a civil rights bill and antipoverty legislation.

Johnson Takes the ReinsMAIN Idea President Johnson’s experience in Congress helped him push

through a civil rights bill and new laws to fight poverty.

HISTORY AND YOU How do you think someone’s early life affects his or her career choices? Read on to learn how Lyndon Johnson’s early life prepared him for the presidency.

At 2:38 P.M. on November 22, 1963, just hours after President Kennedy had been pronounced dead, Lyndon B. Johnson stood in the cabin of Air Force One, the president’s plane, with Kennedy’s widow on one side of him and his wife, Claudia, known as “Lady Bird,” on the other. Johnson raised his right hand, placed his left hand on a Bible, and took the oath of office.

Within days of the assassination, Johnson appeared before Congress and urged the nation to move forward and build on Kennedy’s legacy: “The ideas and ideals which [Kennedy] so nobly represented must and will be translated into effective action,” he declared. “John Kennedy’s death commands what his life conveyed—that America must move forward.”

The United States that President Lyndon B. Johnson inherited from John F. Kennedy appeared to be a booming, bustling place. Away from the nation’s affluent suburbs, however, was another country, one inhabited by the poor, the ill-fed, the ill-housed, and the ill-educated. Writer Michael Harrington examined the nation’s impoverished areas in his 1962 book, The Other America. Harrington claimed that, while the truly poor numbered almost 50 million, they remained largely hidden in city slums, in Appalachia, in the Deep South, and on Native American reservations. Soon after taking office, Lyndon Johnson decided to launch an antipoverty crusade.

Johnson’s Leadership StyleLyndon Baines Johnson was born and raised in the “hill country”

of central Texas, near the banks of the Pedernales River. He remained a Texan in his heart, and his style posed a striking contrast with Kennedy’s. He was a man of impressive stature who spoke directly, convincingly, and even roughly at times.

The Great Society Section Audio Spotlight Video


Focus

TK


Comparing and Contrasting


ANSWER: BTeacher Tip: Remind students to compare the items in thetable before making a decision.UNIT

8Chapter 24

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.


Guide to ReadingAnswers: programs include Higher Education Act, HUD, Job Corps, Medicaid, Medicare, and Project Head Start (see the chart on p. 842 for summary)

To generate student interest and provide a springboard for class discussion, access the Chapter 24, Section 3 video at glencoe.com or on the video DVD.




Teacher Edition• Academic Vocab.,

p. 839• Using Word Parts,

p. 842

Additional Resources• Read. Skills Act., URB

p. 21• Guid. Read. Act., URB

p. 50• Prim. Source Reading,

URB p. 37

Teacher Edition• Making Inferences,

p. 840• Analyzing Prim. Sources,

p. 841• Compare. & Contrast.,

p. 843

Additional Resources• Critical Thinking Skills

Act., URB p. 32• Quizzes and Tests,

p. 349• Auth. Assess, p. 53

Teacher Edition• Logical/Math., p. 841• Naturalist, p. 842

Additional Resources• Differentiated

Instruction, URB p. 23• Reteach. Act., URB p. 43

Teacher Edition• Persuasive Writing,

p. 840

Teacher Edition• Reading a Chart, p. 839

Additional Resources• Read. Essen., p. 274

Resource Manager


Source: U.S. Census Bureau.

Year 1960 1965 1970 1975 1980 1985 1990 1995 2000

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Poverty Rate in America, 1960–2000


Johnson had honed his style in long years of public service. By the time he became presi-dent at age 55, he already had 26 years of con-gressional experience behind him. He had been a congressional staffer, a member of the House of Representatives, a senator, Senate majority leader, and vice president.

During his career Johnson earned a reputa-tion as a man who got things done. He did favors, twisted arms, bargained, flattered, and threatened. With every technique he could think of, Johnson sought to find consensus, or general agreement. His ability to build coalitions had made him one of the most effective and powerful leaders in the Senate’s history.

A War on PovertyWhy was this powerful man so concerned

about poor people? Although Johnson liked to exaggerate the poor conditions of his child-

hood for dramatic effect, he had in fact known hard times. He had also seen extreme poverty firsthand in a brief career as a teacher in a low-income area. Johnson believed deeply in social action. He felt that a wealthy, powerful govern-ment could and should try to improve the lives of its citizens. Kennedy himself had said of Johnson, “He really cares about this nation.” Finally, there was Johnson’s ambition. He wanted history to portray him as a great president. Attacking pov-erty was a good place to begin.

Kennedy had plans for an antipoverty program and a civil rights bill before his death. President Johnson knew that any program linked to the slain president would be very pop-ular. In his State of the Union address in 1964, Johnson told his audience: “Unfortunately, many Americans live on the outskirts of hope, some because of their poverty and some because of their color and all too many because of both.” He concluded by declaring an “unconditional War on Poverty in America.”

Analyzing VISUALS1. Evaluating Do you find anything hopeful in the

photographs shown?

2. Interpreting Based on the data in the chart, how successful was Johnson’s War on Poverty?

The Other AmericaWhen President Johnson launched the War on Poverty in 1964, he wanted programs that would help all impoverished Americans, rural and urban.

▲ This unemployed miner and his family pose on the porch of their Kentucky home in 1964.

▲ Low-income residents sweep the front stoops of their row houses in Baltimore, Maryland, in the early 1960s.

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Teach

S Skill PracticeReading a Chart Direct stu-dents’ attention to the chart on poverty rates. Ask: In what year did the poverty rate begin a climb of nearly 5 percentage points? (1979) Encourage stu-dents to keep that fact in mind as they continue their study of American history to interpret why the climb might have begun. BL

R Reading StrategyAcademic VocabularyRemind students that the prefix con- means with. This knowledge can help them remember the meaning of consensus. BL

Analyzing VISUALS

Answers: 1. Students’ responses will vary.2. Between 1960 and 1970,

the poverty rate dropped 10 percent, a steeper drop than in any subsequent decade. That would be considered a success.


Step 3


Step 3: Creating a Peace Corps or VISTA Work Plan Students will explore responsibilities of citizenship by taking on the role of a Peace Corps or VISTA volunteer.

Directions Discuss why the VISTA and Peace Corps programs are part of a “great society” in terms of a nation’s responsibility to its citizens and to other nations. Have stu-

dents research the types of projects that VISTA and the Peace Corps tackle. Then have each student choose an area of the United States or of another country in which to “volunteer.” Ask each student to create a work plan that includes identification of a prob-lem, a specific goal they hope to accomplish, equipment or resources needed, tasks required to achieve the goal, and a schedule for completing the tasks.

Identifying Problems and Solutions By breaking societal problems into achievable steps, students will learn how to find and implement solutions. OL (Project continued on the Visual Summary page)


By the summer of 1964, Johnson had con-vinced Congress to pass the Economic Opportunity Act. This legislation attacked inadequate public services, illiteracy, and unemployment as three major causes of pov-erty. The act established 10 new programs within a new government agency, the Office of Economic Opportunity (OEO). Many of the new programs were directed at young Americans living in inner cities.

The Neighborhood Youth Corps provided work-study programs to help underprivileged young men and women earn a high school diploma or college degree. The Job Corps helped unemployed people ages 16–21 acquire job skills. One of the more dramatic programs introduced was VISTA (Volunteers in Service to America), which was essentially a domestic Peace Corps. VISTA put young people with skills and community-minded ideals to work in poor neighborhoods and rural areas to help people overcome poverty. Additional programs included Upward Bound, which offered tutor-ing to high school students, and a Work Experience Program, which provided day care and other support for those in poor house-holds to enable them to work.

The Election of 1964In April 1964 Fortune magazine observed,

“Lyndon Johnson has achieved a breadth of public approval few observers would have believed possible when he took office.” Johnson had little time to enjoy such praise, for he was soon to run for the office he had first gained through a tragic event.

The Republican candidate in the 1964 elec-tion was Senator Barry Goldwater of Arizona. Known for his strong conservatism, he set the tone for his campaign when he accepted his party’s nomination, declaring, “Extremism in the defense of liberty is no vice! And let me remind you also that moderation in the pursuit of justice is no virtue!”

Few Americans were ready to embrace Goldwater’s message, which seemed too aggressive for a nation nervous about nuclear war. On Election Day, Johnson won in a land-slide, gaining more than 61 percent of the pop-ular vote and winning all but six states in the Electoral College.

Examining What inspired the War on Poverty? Why was Johnson able to convince Congress to pass it?

VISTA Continues the War on Poverty

Volunteers in Service to America (VISTA) began in 1965 as part of President Johnson’s War on Poverty. Its focus was to help people help themselves, offering money and programs to low-income communities. Many young people during the idealistic 1960s who weren’t able to serve abroad in the Peace Corps program chose instead to work with VISTA. Since the program began, more than 140,000 people have served.

In 1993 VISTA became part of the government agency AmeriCorps. Today, more than 1,200 projects across the nation attempt to make gains in bridging the technology gap, increase housing opportunities, improve health care services, and strengthen community organizations. Volunteers, who must be at least 18, usually work for a year in VISTA-sponsored projects through local, state, or federal agencies or nonprofi t, public, or private organizations. In 2006 VISTA had nearly 6,000 volunteers.

1973

▲ In 1973, Leroy Sneed was a VISTA member in his hometown of Mitchellville, South Carolina, where he was involved in home-repair and community organizing. Here he talks with a homeowner about rebuilding or repairing her home.

Americorps VISTA Archives

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C Critical ThinkingMaking Inferences Ask stu-dents to define the word vista. (“a distant view”) Ask: Why do you think this word was chosen as the appropriate acronym for the program? (Students may sug-gest that it was offering people a new view of their lives.) OL

W Writing SupportPersuasive Writing Providing adequate day care services for the children of women who work out-side the home has continued to be a major challenge. Have stu-dents take a position on whether this should be part of federal pro-grams, as it was during World War II. Ask them to write a persuasive essay detailing their arguments. OL

Answer: The pockets of extreme poverty in a generally prosperous society; as a former member of Congress, Johnson understood how to play politics to gain con-sensus on important issues.

Additional Support


Investigate the Work of VISTA Have stu-dents work in small groups and use library and Internet sources to find out more about the cur-rent work of VISTA. Ask students to present their findings using visual aids, such as maps and charts, to portray the work and its locations.

Have each group select one project or region of the country on which to focus their research. Discuss and compare groups’ findings as a class. OL

The Great SocietyMAIN Idea Great Society programs provided

assistance to disadvantaged Americans.

HISTORY AND YOU What reforms do you think might help reduce poverty today? Read on to learn about the antipoverty programs initiated by President Johnson.

After his election, Johnson began working with Congress to create the “Great Society” he had promised during his campaign. In this same period, major goals of the civil rights movement were achieved through the Civil Rights Act of 1964, which barred discrimina-tion of many kinds, and the Voting Rights Act of 1965, which protected voters from discrimi-natory practices.

Johnson’s goals were consistent with the times for several reasons. The civil rights move-ment had brought the grievances of African Americans to the forefront, reminding many that equality of opportunity had yet to be real-ized. Economics also supported Johnson’s goal. The economy was strong, and many believed it would remain so indefinitely. There was no

reason to believe, therefore, that poverty could not be significantly reduced.

Johnson elaborated on the Great Society’s goals during a speech at the University of Michigan in May of 1964. It was clear that the president did not intend only to expand relief to the poor or to confine government efforts to material things. The president wanted, he said, to build a better society “where leisure is a welcome chance to build and reflect, . . . where the city of man serves not only the needs of the body and the demands of com-merce but the desire for beauty and the hunger for community. ”

This ambitious vision encompassed more than 60 programs that were initiated between 1965 and 1968. Among the most significant programs were Medicare and Medicaid.Health care reform had been a major issue since the days of Harry Truman. By the 1960s, public support for better health care benefits had solidified. Medicare had especially strong support since it was directed at all senior citi-zens. In 1965 approximately half of all Americans over the age of 65 had no health insurance.

MAKING CONNECTIONS

1. Analyzing How does volunteering help both the volunteer and the communities served?

2. Problem Solving What challenges in your town or city could AmeriCorps help address? What would you do to solve these challenges?

2005

▲ Members of AmeriCorps clear debris from a home in Pass Christian, Mississippi, following Hurricane Katrina in 2005.

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C Critical ThinkingAnalyzing Primary Sources Invite a volunteer to read the quo-tation from Johnson’s speech. Ask: Why would these words appeal to a college audience? (Students may say that college students are idealistic.) Discuss with students whether they feel Johnson’s goals for leisure, beauty, and community have been met. OL


Logical/Mathematical Ask students to find out the current sta-tistics on the number of Americans without health insurance. Have them break down the figures by age groups and present their find-ings in chart or graph form. OL

Answers: 1. Students may say that volun-

teering extends a person’s compassion and may enhance useful life skills. The persons being helped are given tangible assistance.

2. Students’ responses to both questions will vary.

MAKING CONNECTIONS


Since 1994, more than 400,000 men and women have served in AmeriCorps. Over 50,000 volun-teers each year work with nonprofit organiza-tions to provide assistance to other Americans.

Once a person has completed a year of full-time service, he or she receives an education grant of $4725. This can be used for college, graduate school, or to pay back student loans. Those who serve part-time receive a partial award.

Additional Support


Johnson convinced Congress to set up Medicare as a health insurance program funded through the Social Security system. Medicare’s twin program, Medicaid, financed health care for welfare recipients who were living below the poverty line. Like the New Deal’s Social Security program, both programs created what have been called “entitlements,” that is, they entitle certain categories of Americans to benefits. Today, the cost of these programs has become a permanent part of the federal budget.

Great Society programs also strongly sup-ported education. For Johnson, who had taught school as a young man, education was a personal passion. Vice President Hubert Humphrey once said that Johnson “was a nut on education. . . . [He] believed in it, just like some people believe in miracle cures.”

The Elementary and Secondary Education Act of 1965 granted millions of dollars to pub-lic and private schools for textbooks, library materials, and special education programs. Efforts to improve education also extended to preschoolers through Project Head Start.

Administered by the Office of Economic Opportunity, Head Start was directed at disad-vantaged children who had “never looked at a picture book or scribbled with a crayon.” Another program, Upward Bound, was designed to prepare low-income teenagers for college.

Improvements in health and education were only the beginning of the Great Society pro-grams. Conditions in the cities—poor schools, crime, slum housing, poverty, and pollution—blighted the lives of those who dwelled there. Johnson urged Congress to act on several pieces of legislation addressing urban issues. One created a new cabinet agency, the Department of Housing and Urban Development, in 1965. Its first secretary, Robert Weaver, was the first African American to serve in the cabinet. A broad-based program informally called “Model Cities” authorized federal subsidies to many cities. The funds, matched by local and state contributions, sup-ported programs to improve transportation, health care, housing, and policing. Since many

What Was the Great Society?

Consumer and Environmental Protection

Water Quality Act and Clean Air Acts (1965) supported development of standards and goals for water and air quality.

Highway Safety Act (1966) improved federal, state, and local coordination and created training stan-dards for emergency medical technicians.

Fair Packaging and Labeling Act (1966) required all consumer products to have true and informative labels.

The War on Poverty

Office of Economic Opportunity (1964) oversaw many programs to improve life in inner cities, including Job Corps, an education and job training program for at-risk youth.

Housing and Urban Development Act (1965) established new housing subsidy programs and made federal loans and public housing grants easier to obtain.

Demonstration Cities and Metropolitan Development Act (1966) revitalized urban areas through a variety of social and economic programs.

Education

Elementary and Secondary Education Act (1965) targeted aid to students and funded related activities such as adult education and education counseling.

Higher Education Act (1965) supported college tuition scholarships, student loans, and work-study pro-grams for low- and middle-income students.

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

Health and Welfare

Medicare (1965) established a comprehensive health insurance program for all senior citizens; financed through the Social Security system.

Medicaid (1965) provided health and medical assistance to low-income families; funded through federal and state governments.

Child Nutrition Act (1966) established a school breakfast program and expanded the school lunch and milk pro-grams to improve nutrition.

Analyzing VISUALS 1. Interpreting What was the purpose of the Water Quality and

Clean Air Acts of 1965?

2. Evaluating Which of the Great Society programs do you think had the most effect on American life? Why do you think so?

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Additional Support

R Reading StrategyUsing Word Parts Point out the academic vocabulary term in the second column. Ask: What does the prefix sub- mean? (below, under) Have students come up with other terms using the prefix. (Possible answers include subatomic, submarine, substandard, and so on.) OL


Naturalist Invite interested students to find out how the Water Quality and Clean Air Acts have improved environmental conditions since 1965. Ask them to include information about local efforts on preserving clean water and air. Have them present their findings to the class. OL

Analyzing VISUALS

Answers: 1. They supported the develop-

ment of standards and goals for water and air quality.

2. Students’ responses will vary but should be supported.


Robert Weaver Although Weaver’s great-grandfather had been enslaved, Weaver, born in 1907, graduated from Harvard with a doctorate in economics and served in several government positions nationally and at the state level. He also was a member of Franklin Roosevelt’s “Black Cabinet.” He served a year as the national chair for the National Association for the Advancement of Colored People. President

Kennedy appointed him in 1960 to lead the federal Housing and Home Finance Agency before he became secretary of HUD in 1965. After leaving HUD at the end of 1968, Weaver served as president of Bernard Baruch College and taught at several insti-tutions of higher learning. Weaver is cred-ited with beginning the revitalization of urban centers in the United States, working to pass the Fair Housing Act, and increasing

available affordable housing. In 2000 the Department of Housing and Urban Development named their building, which Weaver had opened and dedicated in 1968, in his honor.

REVIEW

843

urban areas lacked sufficient or affordable housing, legislation also authorized about $8 billion to build houses for low- and middle-income people.

One notable Great Society measure changed the composition of the American population: the Immigration Act of 1965. This act eliminated the national origins system established in the 1920s, which had given preference to northern European immigrants. The new measure opened wider the door of the United States to new-comers from all parts of Europe, as well as from Asia and Africa.

The Great Society’s LegacyThe Great Society programs touched nearly every aspect of

American life and improved thousands, perhaps millions, of lives. In the years since President Johnson left office, however, debate has continued over whether the Great Society was truly a success.

In many ways, the impact of the Great Society was limited. In his rush to accomplish as much as possible, Johnson did not cal-culate exactly how his programs might work. As a result, some of them did not work as well as hoped. Furthermore, the programs grew so quickly they were often unmanageable and difficult to evaluate.

Cities, states, and groups eligible for aid began to expect imme-diate and life-changing benefits. These expectations left many feeling frustrated and angry. Other Americans opposed the mas-sive growth of federal programs and criticized the Great Society for intruding too much into their lives.

A lack of funds also hindered the effectiveness of Great Society programs. When Johnson attempted to fund both his grand domestic agenda and the increasingly costly war in Vietnam, the Great Society eventually suffered. Some Great Society initiatives have survived to the present, however. These include Medicare and Medicaid, two cabinet agencies—the Department of Transportation and the Department of Housing and Urban Development (HUD)—and Project Head Start. Overall, the pro-grams provided some important benefits to poorer communities and gave political and administrative experience to minority groups.

An important legacy of the Great Society was the questions it produced. How can the federal government help disadvantaged citizens? How much government help can a society provide with-out weakening the private sector? How much help can people receive without losing motivation to fight against hardships on their own?

Lyndon Johnson took office determined to change the United States in a way few other presidents had attempted. If he fell short, it was perhaps that the goals he set were so high. In evaluating the administration’s efforts, the New York Times wrote, “The walls of the ghettos are not going to topple overnight, nor is it possible to wipe out the heritage of generations of social, economic, and educa-tional deprivation by the stroke of a Presidential pen.”

Summarizing What were the Great Society programs, and what was their impact?

Section 3

Vocabulary1. Explain the significance of: consensus,

War on Poverty, VISTA, Barry Goldwater, Great Society, Medicare, Medicaid, Head Start, Robert Weaver.

Main Ideas 2. Analyzing How did Johnson’s War on

Poverty strive to ensure greater fairness in American society?

3. Describing Which Great Society pro-grams supported education? How did these programs help?

Critical Thinking4. Big Ideas How did President Johnson

carry on the ideals of President Kennedy?

5. Organizing Use a graphic organizer similar to the one below to list five of the Great Society initiatives that have survived to the present.

Great Society Initiatives

6. Analyzing Visuals Look at the graph on page 839. When was poverty at its lowest in the U.S.?

Writing About History7. Descriptive Writing Assume the role of

a biographer. Write a chapter in a biogra-phy of Lyndon Johnson in which you com-pare and contrast his leadership style to that of John Kennedy.


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C Critical ThinkingComparing and Contrasting Ask students to compare and con-trast two major social programs in the twentieth century. They might design graphic organizers to ana-lyze the New Frontier and New Deal, for example. OL

Answer: programs for health, housing, jobs, and education that changed the nation


2. by offering the less fortunate education, training, and access to jobs

3. Elementary and Secondary Education Act: money to schools for textbooks, library materials, and special education programs; Project Head Start: improved education for preschoolers; Upward Bound: college prep-aration for low-income teenagers; Higher Education Act: college tuition scholarships, student loans and work-study for low- and middle-income students

4. Johnson pushed through Kennedy initia-tives including major civil rights bills and anti-poverty programs.

5. answers may include: Medicare, Medicaid, Department of Transportation, Department of Housing and Urban Development, Project Head Start

6. 1973 7. Chapters should include specific informa-

tion about the leadership styles of the two men.

Answers

Section 3 REVIEW

Assess

Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: What pro-grams from the Great Society do you feel had the most lasting sig-nificance? Why do you think so? (Answers will vary.)



VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.

Chapter

Domestic Programs of the 1960s• A growing awareness of poverty, as well as concern for women’s

rights and the rights of various minority groups, leads to a series of new programs known as the War on Poverty and the Great Society.

• The President’s Commission on the Status of Women is estab-lished and the Equal Pay Act of 1963 is passed.

• New programs aid the developmentally disabled.

• Offi ce of Economic Opportunity is established to fi ght poverty, illiteracy, unemployment, and disease.

• Civil Rights Act of 1964 prohibits race discrimination and social segregation, and the Voting Rights Act protects universal suffrage.

• Medicare and Medicaid Acts are passed to provide federal medi-cal aid to senior citizens and poor.

• Elementary and Secondary Education Act is passed to increase aid for public schools.

Foreign Policy of the 1960s• Kennedy pledges to end Eisenhower’s reliance on nuclear weapons

and to use new methods to prevent the spread of communism.

• Kennedy introduces the “fl exible response” policy—building up both nuclear missiles and conventional forces.

• The United States pledges aid to struggling Latin American nations.

• Peace Corps sends volunteers to help in poor countries.

• The United States aids Cuban exiles trying to overthrow Castro, but their landing at the Bay of Pigs fails.

• Soviet missiles in Cuba lead to the Cuban missile crisis; the United States blockades Cuba and the Soviets remove the missiles.

• The U.S. and Soviet Union sign the Nuclear Test Ban Treaty.

▲ The U.S. Navy ship, the Vesole, intercepts the missile-carrying Soviet ship Potzunov as it leaves Cuba during the Cuban Missile Crisis.

Supreme Court Cases of the 1960s• Led by Chief Justice Earl Warren, the Supreme Court makes a series

of decisions that dramatically change American society and the federal government’s relationship to citizens.

• In Reynolds v. Sims the Court requires states to adhere to the principle of one person, one vote.

• In four cases, Mapp v. Ohio, Gideon v. Wainwright, Escobedo v. Illinois, and Miranda v. Arizona, the Court extends due process, giving more protection to those accused of crimes.

• In Abington School District v. Schemp, the Court rules that states cannot require prayer and Bible readings in public schools.

▲ VISTA volunteers work to curb delinquency by counseling and helping troubled children and their families.

▲ Clarence Earl Gideon was denied counsel during a trial in Florida in 1961. His case eventually went to the Supreme Court.

(t)AmeriCorps Archive

Chapter 24 • Visual Summary

844


Step 4: Wrap Up Creating a Great Society Poster Students will discuss what qualities make up a society that can be considered “great” and create a poster illustrating those qualities.

Directions Hang a poster on the wall with the title “A Great Society.” Ask the class what societies they have studied—such as ancient Greece—that they consider great. Then ask them to list the qualities that are

important in a great society. Use their list as headings for columns on the poster.

Analyzing Information Students will ana-lyze the domestic programs, foreign poli-cies, and court decisions of the 1960s and list below the headings on the poster those items that illustrate each quality. OL

Expository Writing Have students select one of the domes-tic programs listed and explain why it was important for the Great Society and its legacy for today. OL

Taking Notes Have students create graphic organizers to identify the major Supreme Court cases and their provisions. Remind them to use this as a study aid. OL


Step 4


Need Extra Help?

ASSESSMENTChapter

To answer vocabulary questions 2 and 3, first look at the terms listed as answers. See if you can mentally define each one. Then read the question to select the right answer.

TEST-TAKING TIP

Reviewing VocabularyDirections: Choose the word or words that best completes the sentence.

1. Reapportionment, as ruled on by the Warren Court, is

A the requirement of separate but equal facilities for schools.

B the process courts must follow when trying cases to treat individuals fairly.

C the way in which political districts are drawn based on population changes.

D the separation of church and state for schools.

2. The policy called _______ helped nations resist Communism by building up conventional troops and weapons.

A military-industrial complex

B containment

C mutual assured destruction

D flexible response

3. _______ means that the law may not treat individuals unfairly or unreasonably and must treat all individuals equally.

A Reapportionment

B Consensus

C Due process

D Judicial review

4. Following World War II, the Cold War era featured competition between the United States and the Soviet Union in everything from diplomacy and the military to

A architecture.

B the space race.

C television.

D population growth.

5. President Johnson was successful at building coalitions and finding a _______ , or general agreement.

A discord

B consensus

C accord

D variance

Reviewing Main IdeasDirections: Choose the best answers to the following questions.

Section 1 (pp. 824–829)

6. During the presidential election of 1960, Kennedy focused his campaign message on

A bridging the “missile gap” between the United States and the Soviet Union.

B continuing the foreign policy of the current administration.

C how the Democrats’ fiscal policies would boost inflation and harm the economy.

D how Catholicism would influence his decision-making as president.

7. Congress defeated which of the following proposals of Kennedy’s New Frontier?

A raising the minimum wage

B investing funds in defense and space exploration

C health care for senior citizens

D providing funds to build low-income housing

8. The Warren Court decision requiring that a defendant in a state court had the right to a lawyer, regardless of his or her ability to pay, was

A Engel v. Vitale.

B Griswold v. Connecticut.

C Plessy v. Ferguson.

D Gideon v. Wainwright.

If You Missed Questions . . . 1 2 3 4 5 6 7 8Go to Page . . . 828 830 829 832 839 824 826 829

GO ON


Chapter 24 • Assessment

845

Answers and Analyses

Reviewing Vocabulary1. C The clue to the correct answer is in the term reapportion-ment. If students spot the prefix re-, meaning “again,” with the word changes in the answer, they can eliminate other distractors.

2. D Students should recall that the flexible response was deemed preferable to the expansion of nuclear weapons that Eisenhower had begun, which led to the military-industrial complex against which he warned. The question asks them to choose the answer that helps resist commu-nism, not contain or destroy it.

3. C By linking the idea of some-thing due to a benefit, students can eliminate the other distractors and select the correct answer.

4. B The Soviets took the early lead in the space race. Soviet astronaut Yury Gagarin was the first person to orbit Earth, and the Sputnik satellite was launched before the United States’ own sat-ellite.

5. B Students need only a basic knowledge of prefix meanings to see that dis- and con- are oppos-ing ideas; therefore, one of them must be correct. The other choices can be eliminated. Knowing that dis- means “not” can help students select a synonym for agreement.

Reviewing Main ideas6. A The three incorrect responses are each unlikely to be the work of a Democratic presi-dential candidate who was also the first Roman Catholic to run in more than three decades. Even without knowing what a missile gap was, students knowing Kennedy’s political and religious background could eliminate wrong answers.

7. C Students should recall that Medicaid was a breakthrough program that Johnson suc-ceeded in getting passed after Kennedy had failed. JFK succeeded in the other efforts listed as distractors.

8. D Students should be able to eliminate Plessy v. Ferguson by recalling the landmark case upholding separate but equal facilities for African Americans and whites. By careful atten-tion to the chart of Supreme Court cases in the Warren years, they can select the correct answer.

Need Extra Help?


ASSESSMENTChapter

WA9

MT4

UT4

WY3

CO6

NM4

TX24

ID4

CA32

AZ4

KS8

NE6

OR6

NV3

NY45

VT3

NH4 ME

5MA16MI

20

7

6 5

1

SD4

ND4 MN

11 WI12

IA10

MO13

AR8

LA10

MS8

GA12

FL10

TN11

IL27 IN

13

OH25

WV8 VA

12 MD9

DE3

NJ16

CT8

RI4PA

32

KY10

SC8

NC14OK

AL

AK3

HI3

PresidentialCandidate

KennedyNixonByrd

PopularVotes

34,227,09634,107,646

501,643

% ofPopular

Vote

49.72%49.55%0.73%

ElectoralVotes

30321915

GO ON

Section 2 (pp. 830–835)

9. Kennedy attempted to reduce the threat of nuclear war and stop the spread of communism by

A withdrawing aid from Latin American countries.

B withdrawing troops from limited military conflicts.

C creating the Peace Corps.

D encouraging growth in the automotive industry to assure that capitalism was superior to communism.

10. How did Soviet Premier Nikita Khrushchev respond when Western powers refused to withdraw from West Berlin?

A He sent long-range missiles to Cuba.

B He had a wall built through Berlin to keep East Germans from escaping to West Berlin.

C He enlisted La Brigada to invade Cuba and remove Castro from power.

D He had food and supplies airlifted to Berlin to end a blockade by American forces.

Section 3 (pp. 838–843)

11. Which Johnson program provided work-study opportunities to help young people earn high school diplomas or attend college?

A the Neighborhood Youth Corps

B VISTA

C the Peace Corps

D AmeriCorps

12. Medicare and Medicaid were major accomplishments of

A Franklin Roosevelt’s New Deal.

B John F. Kennedy’s New Frontier.

C Richard Nixon’s New Federalism.

D Lyndon Johnson’s Great Society.

13. Which idea was part of Johnson’s Great Society?

A eliminating government-funded health care for senior citizens

B providing federal aid for education

C opposing civil rights legislation

D increasing foreign aid to Cuba

Critical ThinkingDirections: Choose the best answers to the following questions.

14. How did the Immigration Reform Act of 1965 change the composition of the American population?

A It set strict limits on the number of immigrants admitted to the United States.

B It did not allow any immigrants to enter the United States from Eastern Europe.

C It continued the national origins system, which gave preference to northern European immigrants.

D It opened the United States to individuals from all over the world, including Asia and Africa.

Base your answer to question 15 on the map below and on your knowledge of Chapter 24.

15. Which region of the country gave Kennedy the most electoral votes?

A Pacific Northwest

B Northeast

C Southwest

D Midwest

If You Missed Questions . . . 9 10 11 12 13 14 15Go to Page . . . 832 834 840 841–842 842 843 R15

Election of 1960


846

9. C None of the other answers proposes an effective solution to reducing nuclear war, even if they may be attractive options for stopping the spread of commu-nism. Students should be able to link creating the Peace Corps with not having war.

10. B Students should be able to eliminate the two options that pertain to Cuba. The Berlin block-ade had already occurred, leaving only option B.

11. A The key to the correct answer is for students to link the terms young people and youth, ignoring the more generic-sounding programs. They may know that AmeriCorps is a current program.

12. D Given chapter content, A and C can be eliminated at once. To derive the correct answer, students then need only recall that Johnson was able to push through reforms that Kennedy could not.

13. B Students can ignore distractors with negative words such as eliminating and opposing. Foreign aid to Cuba would not make America a Great Society. The correct answer deals with an increase; students may also recall that the text mentions Johnson’s passion for education.

Critical Thinking14. D The key term in the question is the title of the act itself. To reform would be to improve; only opening the country to people from more nations fits that description.

15. B By carefully looking at the map, students can see that simply combining votes from New York and Pennsylvania provided a majority.

Need Extra Help?

ASSESSMENTChapter


For additional test practice, use Self-Check Quizzes—Chapter 24 at glencoe.com.

16. President Lyndon B. Johnson’s Great Society is similar to President Franklin D. Roosevelt’s New Deal in that both programs

A sought ratification of the Equal Rights Amendment to guarantee equality for women.

B advocated passage of civil rights laws to help African Americans.

C approved efforts by states to reduce taxes for the middle class.

D supported federal funding of programs for the poor.

Analyze the cartoon and answer the question that follows. Base your answer on the cartoon and on your knowledge of Chapter 24.

17. According to the cartoon, what is Johnson trying to do?

A Johnson wants to give more money to the arms race and military establishments.

B Johnson is trying to give health, education, and welfare programs more money.

C Military establishments and arms costs are giving money to social programs.

D Social programs are receiving more money than the military.

Document-Based QuestionsDirections: Analyze the document and answer the short-answer questions that follow the document.

Although the standard of living for most Americans rose dramat-ically throughout the 1960s, some Americans remained mired in poverty. Read the excerpt below in which John Rath discusses his personal experiences with coping with poverty in his sparely furnished room in Chicago:

“I come home to an empty room. I don’t even have a dog. . . . No, this is not the kind of life I would 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 follow me? 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 home environment, don’t have a dog, don’t have nothing . . . just a big zero.”

—quoted in Division Street: America

18. What does Rath think might help him to have some purpose in his life?

19. What does he mean when he says: “You sit down in a place like this, you grit your teeth . . . ”?

Extended Response 20. Discuss why President Johnson proposed the Great Society

and how his initiatives were intended to bring about social change. Then evaluate the extent to which the Great Society succeeded in meeting its goals. Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion. Establish a framework that goes beyond a sim-ple restatement of facts and draws a conclusion about the effectiveness of Johnson’s programs.

If You Missed Questions . . . 16 17 18 19 20Go to Page . . . 842 R18 847 R19 838–843

STOP

A 1965 Herblock Cartoon, copyright by The Herb Block Foundation


847

Have students visit the Web site at glencoe.com to review Chapter 24 and take the Self-Check Quiz.

Have students refer to the pages listed if they miss any of the questions.

Need Extra Help?

Extended Response20. Students’ essays will vary but should include an introduction, several paragraphs, and a conclu-sion. Essays should address Johnson’s Great Society and eval-uate its results.

16. D The question asks students to recall the provisions of the New Deal. By doing so, they will recall that none of the first three items were part of FDR’s explicit agenda. D is the only common thread.

17. B Johnson is asking the arms race and the military to make way for health, education, and welfare. Johnson is trying to improve these programs by giving them milk (budgetary funds) to help them grow.

Document-Based Questions18. Rath thinks that owning a piece of land or a farm would give him purpose.

19. He means that the situation is so unpleas-ant that a person grits his or her teeth to avoid screaming.



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