1968, The Year That Rocked Washington: During the visit to the exhibit


1968, The Year That Rocked Washington: During the visit to the exhibit


Legacy Washington, Office of the Secretary of State




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Grade Levels


1968: The Year That Rocked Washington features a collection of online oral history profiles and a public exhibit inside the State Capitol Building that explores the lives of 19 Washingtonians caught up in one of the most tumultuous years in world history. With profiles, compelling photos and artifacts, Legacy Washington documents activism and aftershocks of a landmark year in world history. View the online exhibit and profiles.

1968: The Year That Rocked Washington includes middle school curriculum with accommodations and adjustments available to upper elementary and high school.

The lesson plans follow the inquiry arc as outlined in the College, Career, Civic Life (C3) Framework for Social Studies State Standards and are common core aligned (Washington State standards) to challenge students in essential reading, writing, speaking and listening skills. These plans are poised to engage students before, during, and after visiting the 1968  project and exhibit (either in person or online).

Lesson Objectives

  • EQ: Was ‘68 a watershed year of change for WA?
  • EQ: How does the information from the 1968: The Year That Rocked Washington display answer your Compelling and Supporting questions?
  • EQ: What information is missing from the 1968 exhibit that would help you answer your questions?
At the end of this lesson students will...
  • Use the 1968 display to answer their questions.
  • Have an understanding of how the events of 1968 impacted the individuals from the display.
  • Have an understanding of how the individuals in the display impacted the events of 1968.


  • Note sheet
  • Access to 1968: The Year That Rocked Washington exhibit (electronically or in person)


Common Core Reading
  • CCSS.ELA-LITERACY.RH.6-8.1.  Cite specific textual evidence to support analysis of primary and secondary sources.
  • CCSS.ELA-LITERACY.RH.6-8.2.  Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
  • CCSS.ELA-LITERACY.RH.6-8.5.  Describe how a text presents information (e.g., sequentially, comparatively, causally).
Common Core Writing
  • CCSS.ELA-LITERACY.WHST.6-8.7.  Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
State Social Studies Standards
  • History: Understands and analyzes the causal factors that have shaped major events in history.


Entry Task
    • Finalize and review inquiry questions for the exhibit. Teachers need to make sure that students’ questions are open-ended and are at a high level.
1968 Exhibit
    • Hand out note sheet.
    • Have students do a quick scan of the exhibit. From this scan, have students prioritize the people that they will spend time examining. Have them list their top three people and people that they will look at if they have time.
    • Once they have made their prioritized list have them do a deep-dive into the exhibit. Students will need to take notes on their note sheet.
    • After they have taken notes on their top three people have them summarize and synthesize their information.
    • If students need to look into more people than space provided either adjust the document or have students attach extra notes to note sheet.
Scaffolds for support:

If students are viewing the exhibit in-person teachers could:
    • Have student use the online exhibit prior to the field trip to make their list and use their in-person time to deep-dive into one or two people. Other people can be examined online as classwork or homework after the field trip.
    • Allow student to take picture (if allowed by the Office of the Secretary of State).
    • Have students just look at their top three people from the exhibit.
For students or classes that need more support teachers could:
    • Allow student to work with a partner or in small groups.
    • Make a list of people that students would want to examine for each of the different focus topics.
    • Make a list of vocabulary that student may struggle with prior to having students review the exhibit.

Formative Assessment

    • Review students note sheet. This will give information on what supports students will need for post exhibit lesson.
1968, The Year That Rocked Washington: During the visit to the exhibit