05 Jan Use the information listed

Week 4 discussion

DQ1 Internal, From Kennedy to LBJ

Objective: Students will compare and contrast the administrations of Kennedy and LBJ as it relates to domestic issues within the United States.

1st Post: In what ways did the administration of President Kennedy and President Lyndon B. Johnson respond to the (pick one topic) political or social issues of the United States? Were they similar or different? How and why?

2nd Post: Read through your fellow students first response and select a post that explores the same topic you selected. Add to, extend, debate and/or praise;).

3rd Post: In relation to the Civil Rights Movement, assess the effectiveness of Kennedy and LBJ’s response to desegregation policies and how they were valued by the American people.

Place your third post under your 1st thread.

Use resources, research and your knowledge of the period 1955-1970 to construct your response.

DQ2 Internal, The Counter Culture

Objective: Students will evaluate various social movements that developed from the 1960’s “counter culture” and explore the impact of revolutionary change among the American people.

The 60’s were a groovy time to be alive! The phrase “counterculture” gained it’s name out of societies negative response to the “status quote”. With economic prosperity from the 50’s, a Consumer Culture developed where commodities were affordable and consumers focused there spending primarily on the home and family life. A large part of the population wanted the “status quote”, moved out of the cities and settled in the suburbs where cookie cutter prefab houses lined the streets and every neighborhood child had a place to play. Additionally, where the post WWII generation rarely afforded an advanced education, the parents of the 50’s set aside money for there children to go to college. It is the children of the “status quote” that rejected the conservative culture of the 50’s. The children of middle class families were far enough away from the fears of global war and firmly in-bedded in the “counterculture”.

1st Post: The 60’s is all about a diverging society and a clash of cultures. Select one of the topics listed and provide a detailed summary that properly addresses this weeks objective: evaluate a social movement that developed from the 1960’s “counter culture” and explore the impact of it’s revolutionary change among the American people.

Women’s Rights

Sexual Revolution

Advertisement and Consumerism

Hippies and Flower Power

Free Speech

Experimental Drugs

Political and Social Activism

Music

Environmentalism

Civil Disobedience

War on Poverty

Do you have a movement not listed? Send me an e mail.

2nd Post: Post this next question under your first.

Based on the topic you selected and using the web site provided, identify the following:

The language used to relay change

The group or organization thaWhat or who is the movementt became a vehicle for change

What or who is the movement targeting and why?

What social, political or economic opposition did the movement face. Why?

Use the information listed under the Introduction to this weeks module and this additional website. You may cut and paste the identifiable markers to complete this post.

http://terpconnect.umd.edu/~jklumpp/spch469a/move.htm

3rd Post: Read thought your fellow students posts and respond to one that views these issues thought a different “lens” than your own. Counter, ask for clarification/supporting evidence, extend, and/or debate but make sure you use supporting evidence to qualify your position.

Be sure to use the sources as supporting evidence when you formulate your discussions. Direct quotes are welcomed as long as you cite them in text and with a footnote (Chicago style)