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 can underrepresented stories be told?
- Identify an underrepresented group and plan how to give them representation.
- Online access to the display
- Student Handout: Whose Story is missing?
- Youth Oral History Assignment Handout
- 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.
- Which one doesn’t belong? (Show visual below)
- Whose story is missing?
- In small groups, discuss ways in which the display represented groups of people and left out groups of people from their stories (consider race, gender, religion, identity, level of education, geography, age, and any other ways that people identify with a group of people)
- With a partner, review the guidelines of the Youth Oral History Project and then make a plan to research, interview, write an oral history, and then create a display that would represent an individual from an under-represented group in the 1968 display.
- What group do you want to focus on?
- What was that group doing in the late 1960s in WA?
- Who is an individual you’d like to interview as a representative of that group?
- What questions do you want to ask them, about their role, experiences, thoughts about that time?
- Detailed plan for research, interviewing, writing, and creating a display for an underrepresented group.