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).
- EQ: Was ‘68 a watershed year of change for WA?
- EQ: How did individual Washingtonians contribute to the big events of 1968?
- Explain the causes and effects of one Washingtonian’s experiences in and around 1968 through the use of a storyboard.
- Student Assignment
- Storyboard Structure
- 1 page excerpts from each person in display (please review and decide which 5 best meet the needs of your students based on content and interest)
- 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.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.
- CCSS.ELA-LITERACY.SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts and issues, building on others' ideas and expressing their own clearly.
- History- Understands that there are multiple perspectives and interpretations of historical events.
- Students should think about what story they saw in the display stood out as most important or impressive to them.
- Students should share with a partner or two, practicing clear communication of ideas and active listening.
- Teacher should ask students to share with the class either the thing they said or the thing a partner said.
- Storyboard Assignment
- Teacher should model a storyboard that follows the instructions on the student assignment (either draft one with students as a model, or prepare ahead of time and share with students).
- Students choose an individual from the display to create a storyboard that represents what led to and the outcomes of that person’s contribution to WA in 1968 and surrounding years.
- Students read additional materials about the chosen individual (1 p. summaries).
- Students draft storyboards - visual with written labels.
- Students share their drafted storyboard with another student who focused on different individual, highlighting the thing they are most proud of about the storyboard they’ve created.
- Complete Storyboard Draft