{"id":5438,"date":"2023-01-24T18:26:00","date_gmt":"2023-01-24T15:26:00","guid":{"rendered":"https:\/\/www.activehistory.co.uk\/updates\/?p=5438"},"modified":"2023-01-29T18:27:49","modified_gmt":"2023-01-29T15:27:49","slug":"lbj-how-successful-was-the-great-society","status":"publish","type":"post","link":"https:\/\/www.activehistory.co.uk\/updates\/historical-periods\/20th-century\/lbj-how-successful-was-the-great-society\/","title":{"rendered":"LBJ – how successful was the Great Society?"},"content":{"rendered":"\n

Group Feedback Phase<\/a> | <\/strong>Teacher Notes<\/strong><\/a><\/h3>\n\n\n\n

The class will be organised into small groups of about four or five students.
Each group should start by discussing the \u201cEducation \/ Workers’ rights\u201d row. Any member of the team who researched any of these laws should share their findings with the rest of the group, and all members should write points as appropriate in the relevant cells of the row.
When this discussion has run its course, repeat this process for the remaining rows.
Any team that finished ahead of the others should start on the homework task (making notes from the articles about LBJ\u2019s reforms and adding appropriate points to the table).
Finally, your teacher will \u201cjigsaw\u201d the groups so that a second round of discussion can take place which ensures that ALL of the relevant legislation is considered (e.g. each member of the team is given a letter “A, B, C, D” and then new groups are formed with people of the same letter).<\/p>\n\n\n\n

\"\"<\/a><\/figure>\n","protected":false},"excerpt":{"rendered":"

Group Feedback Phase | Teacher Notes The class will be organised into small groups of about four or five students.Each group should start by discussing the \u201cEducation \/ Workers’ rights\u201d row. Any member of the team who researched any of these laws should share their findings with the rest of the group, and all members should write… <\/p>\n

Read More<\/a><\/div>\n","protected":false},"author":1,"featured_media":4577,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[14],"tags":[],"class_list":["post-5438","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-20th-century"],"jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":1968,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/feedback-comparing-contrasting-rise-single-party-state-rulers\/","url_meta":{"origin":5438,"position":0},"title":"Feedback: Comparing and Contrasting the Rise of Two Single Party State Rulers","author":"Russel Tarr","date":"September 4, 2011","format":false,"excerpt":"Students then get into pairs and small groups to compare their approaches to the previous task. There is a lengthy list of \"discussion points\" provided too in this worksheet designed to get them thinking more (e.g. the USA opposed Mao, but failed to prevent his rise; but they favoured Pinochet,\u2026","rel":"","context":"In "1900-2000 (GCSE History)"","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3081,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/year-7-history\/what-is-medieval-hell-like\/","url_meta":{"origin":5438,"position":1},"title":"What is Medieval hell like?","author":"Russel Tarr","date":"July 28, 2014","format":false,"excerpt":"What is Medieval hell like?Image sources to share with the class\u00a0|\u00a0Prezi of Images\"In this task we will investigate what Medieval people thought Hell was like. In other words, the Church's power was based on FEAR as well as LOVE. The exact balance between these two things is for you to\u2026","rel":"","context":"In "1000-1450 (Year 7 History)"","block_context":{"text":"1000-1450 (Year 7 History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/medieval\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":4042,"url":"https:\/\/www.activehistory.co.uk\/updates\/historical-periods\/medieval\/the-mystery-of-pompeii-stand-alone-lesson\/","url_meta":{"origin":5438,"position":2},"title":"The Mystery of Pompeii: stand-alone lesson","author":"Russel Tarr","date":"September 5, 2017","format":false,"excerpt":"The Mystery of Pompeii | information slips | online slideshow presentation \"Before giving you this worksheet, your teacher will have shown you this image on the screen and asked you to formulate four questions. After class discussion, record these in the table below and note down possible answers (some of\u2026","rel":"","context":"In "1000-1450 (Year 7 History)"","block_context":{"text":"1000-1450 (Year 7 History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/medieval\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/Year_7\/Romans\/pompeii.gif?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":3673,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/year-7-history\/roman-holiday-part-2-presentations\/","url_meta":{"origin":5438,"position":3},"title":"Roman Holiday! – Part 2: Presentations","author":"Russel Tarr","date":"December 8, 2015","format":false,"excerpt":"Roman Holiday! - Part 2: Presentations \" Your teacher will give each team an A3 copy of this Venn diagram. Each team should nominate a scribe. This person should ask each member of the team what site(s) they researched, and write these into the Venn diagram in the appropriate place\u2026","rel":"","context":"In "1000-1450 (Year 7 History)"","block_context":{"text":"1000-1450 (Year 7 History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/medieval\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/Year_7\/Romans\/GLADIATORS.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":3451,"url":"https:\/\/www.activehistory.co.uk\/updates\/cause\/silent-discussion\/","url_meta":{"origin":5438,"position":4},"title":"Silent Discussion","author":"russeltarr","date":"April 10, 2015","format":false,"excerpt":"This is a great way of getting students to conduct some close reading of detailed\u00a0sources.\u00a0The lesson is framed around a key question for investigation (which could be about causes, consequences, significance...), and then carefully selected sources are placed at different points around the room. Students move between the sources in\u2026","rel":"","context":"In "Cause"","block_context":{"text":"Cause","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/cause\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2015\/02\/silent_discussion.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":4677,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/downfall-viewing-notes-discussion-points-for-the-movie\/","url_meta":{"origin":5438,"position":5},"title":"“Downfall” – viewing notes \/ discussion points for the movie","author":"Russel Tarr","date":"May 4, 2020","format":false,"excerpt":"\"Downfall\" - Feature Film Viewing Notes \/ Discussion Points Detailed historical context, viewing notes and discussion points to accompany a viewing of the outstanding historical epic. \u00a0","rel":"","context":"In "1900-2000 (GCSE History)"","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_featured_media_url":"https:\/\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2019\/11\/jj.jpg","_links":{"self":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/5438","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/comments?post=5438"}],"version-history":[{"count":1,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/5438\/revisions"}],"predecessor-version":[{"id":5439,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/posts\/5438\/revisions\/5439"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/media\/4577"}],"wp:attachment":[{"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/media?parent=5438"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/categories?post=5438"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.activehistory.co.uk\/updates\/wp-json\/wp\/v2\/tags?post=5438"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}