Students learn about the presidency of Texas native Lyndon B. Johnson. They examine Johnson’s role in the civil rights movement. Next they learn about Johnson’s plan for “The Great Society.” Then students draft their own “presidential” domestic platforms.
Students read a brief introduction to President Lyndon B. Johnson, including his Texas background, path to the presidency, and his major accomplishments in civil rights. They then respond to a collaborative prompt, sharing what comes to mind when they hear the phrase “civil rights.”
Teacher MovesPresent the lesson overview and objectives, highlighting Johnson’s presidency, his civil rights work, and the Great Society. Facilitate a discussion of student responses about civil rights, emphasizing that there are many different types of civil rights that will be explored in the lesson.
Students learn that President Johnson was often described as having a “Dr. Jekyll and Mr. Hyde” personality. They watch Life Portrait of Lyndon B. Johnson to explore his character and leadership, then complete a graphic organizer identifying his good qualities, problematic qualities, and one interesting fact.
Teacher MovesSet up the idea of Johnson as a complex leader and ensure students understand they should look for both positive and problematic traits while viewing the video. Support students as they complete the organizer and prepare them to connect Johnson’s personality to his actions as president.
Students review that Johnson aimed to end segregation and improve education through a reform agenda called “The Great Society.” They read about Lyndon Johnson’s Great Society to learn about key programs and laws, then use a graphic organizer to note whom the Civil Rights Act, Head Start, Medicare, and the Voting Rights Act were designed to help. Students answer multiple-choice questions about the Voting Rights Act, the Civil Rights Act, and the impact of the Vietnam War on Johnson’s presidency. Finally, they post a written response explaining how Johnson’s program tried to make society “great,” using evidence from the article.
Teacher MovesClarify the term “segregation” and elicit examples from students. Guide students’ reading of the Great Society article, prompting them to focus on the goals and beneficiaries of each reform. Monitor completion of the organizer and review student answers to the embedded questions to check understanding. Highlight and share an interesting or exemplary written response about how Johnson’s reforms aimed to improve society, using it to spark whole-class discussion.
Students learn that presidents often give names to their domestic reform programs, such as the New Deal, New Frontier, and Great Society. They then imagine themselves as president and post a response identifying three domestic issues they care about, explaining related laws or programs and why they matter, and naming their own reform plan. Students read classmates’ plans and respond to at least two with a question or positive comment.
Teacher MovesExplain that these named programs are examples of domestic policy focused on citizens’ daily lives, contrasting them with foreign policy. Encourage students to choose meaningful domestic issues, justify their choices, and thoughtfully engage with peers’ reform plans through questions and constructive feedback.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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