Students view primary source video of the protests at the 1968 Democratic Convention. Then, they study the convention and its political context in more detail. Next, they learn about Richard Nixon’s election as president in 1968. Finally, they use the candidacy of George Wallace as an entry point for learning about and evaluating the role of third-party political candidates in the United States.
Students read an introduction to the political turmoil of 1968 and view an image of protesters at the 1968 Democratic National Convention. They then watch Protests Turn Violent at the 1968 Democratic National Convention to see eyewitness footage of the clashes between protesters and authorities. After viewing, they post to a class wall explaining what they can infer about the United States in 1968 based on the video.
Teacher MovesIntroduce the experience and review the lesson objectives, highlighting the focus on the 1968 election and its broader context. After students post their inferences, invite volunteers to share and briefly discuss their ideas with the class before moving on.
Students examine an image of Illinois National Guard troops in Chicago during the 1968 Democratic National Convention and read background text about how unrest over the Vietnam War and civil rights culminated in violence that was broadcast on live television. They read 1968: Year of Unraveling to learn more about key events of that year, then create a visual timeline including at least five significant 1968 events related to the election, with dates and captions, using the drawing canvas or paper (optionally consulting the example at 1968: Timeline).
Teacher MovesPrompt students to identify and include events that connect directly to the 1968 election. Encourage them to compare and contrast their timelines to surface additional important events and patterns, and, as appropriate, broaden context by noting that 1968 was also a year of major protests and political upheaval in other parts of the world.
Students read The Election of 1968 to learn details about the candidates, issues, and outcomes of the presidential race. They then return to and reread 1968: Year of Unraveling, focusing on the sentence “The nation was numb.” Using a class wall, they explain what this phrase means in relation to the events of 1968 and how assassination, war, politics, and race influenced the election’s outcome. Students review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesGuide students to connect specific events from 1968 to voter attitudes and the election results. Highlight an interesting or exemplary student explanation for whole-class discussion, using it to deepen analysis of how cumulative trauma and conflict shaped public sentiment.
Students view an image of George Wallace attempting to block desegregation at the University of Alabama and read text explaining that the U.S. two-party system is customary rather than constitutionally required. They post to a wall explaining whether they think American politics should be a two-party system and why. Next, they study a chart of presidential election results that highlights third-party candidates and read background text about George Wallace’s segregationist stance, the impact of the Voting Rights Act of 1965, and how Wallace’s 1968 third-party campaign affected the election and party alignments. They watch George Wallace: Biography of Alabama's Segregationist Governor to learn more about his life and political role, then respond on a class wall about how Wallace’s third-party candidacy is relevant or irrelevant to the United States today and reply to at least two classmates with questions or positive comments.
Teacher MovesFacilitate discussion of students’ views on the two-party system, using selected responses to explore advantages and drawbacks of third-party candidacies. Clarify Wallace’s role in reshaping party coalitions, especially in the South, and connect his 1968 campaign to broader trends in voter realignment. Use student reflections on relevance today as a springboard to discuss contemporary elections and, if appropriate, note that recent elections have also seen influential third- and fourth-party candidates.
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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