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892 C
HAPTER 28
Terms & Names
Terms & Names
MAIN IDEA
MAIN IDEA
One American's Story
The Great Society
•Lyndon Baines
Johnson
•Economic
Opportunity Act
•Great Society
•Medicare and
Medicaid
•Immigration Act
of 1965
•Warren Court
•reapportionment
The demand for reform helped
create a new awareness of
social problems, especially on
matters of civil rights and the
effects of poverty.
Reforms made in the 1960s
have had a lasting effect on
the American justice system
by increasing the rights of
minorities.
WHY IT MATTERS NOW
WHY IT MATTERS NOW
In 1966, family finances forced Larry Alfred to drop out of high
school in Mobile, Alabama. He turned to the Job Corps, a federal
program that trained young people from poor backgrounds. He
learned to operate construction equipment, but his dream was to
help people. On the advice of his Job Corps counselor, he joined
VISTA—Volunteers in Service to America—often called the “domes-
tic Peace Corps.”
Both the Job Corps and VISTA sprang into being in 1964, when
President Lyndon B. Johnson signed the Economic Opportunity Act.
This law was the main offensive of Johnson’s “war on poverty” and
a cornerstone of the Great Society.
VISTA assigned Alfred to work with a community of poor farm
laborers in Robstown, Texas, near the Mexican border. There he found
a number of children with mental and physical disabilities who had
no special assistance, education, or training. So he established the
Robstown Association for Retarded People, started a parents educa-
tion program, sought state funds, and created a rehabilitation center.
At age 20, Larry Alfred was a high school dropout, Job Corps graduate, VISTA
volunteer, and in Robstown, an authority on people with disabilities. Alfred
embodied Johnson’s Great Society in two ways: its programs helped him turn his
life around, and he made a difference in people’s lives.
LBJ’s Path to Power
By the time Lyndon Baines Johnson, or LBJ, as he was called, succeeded to the
presidency, his ambition and drive had become legendary. In explaining his fre-
netic energy, Johnson once remarked, “That’s the way I’ve been all my life. My
daddy used to wake me up at dawn and shake my leg and say, ‘Lyndon, every boy
in town’s got an hour’s head start on you.’”
FROM THE TEXAS HILLS TO CAPITOL HILL
A fourth-generation Texan,
Johnson grew up in the dry Texas hill country of Blanco County. The Johnsons
never knew great wealth, but they also never missed a meal.
▼
VISTA volunteers
worked in a variety of
capacities. This
woman is teaching
art to young pupils.
p0892-899aspe-0828s3 10/17/02 9:19 AM Page 892
Page 1 of 8
LBJ entered politics in 1937 when he won a special elec-
tion to fill a vacant seat in the U.S. House of Representatives.
Johnson styled himself as a “New Dealer” and spokesperson
for the small ranchers and struggling farmers of his district.
He caught the eye of President Franklin Roosevelt, who took
Johnson under his wing. Roosevelt helped him secure key
committee assignments in Congress and steer much-needed
electrification and water projects to his Texas district. Johnson,
in turn, idolized FDR and imitated his leadership style.
Once in the House, Johnson eagerly eyed a seat in the
Senate. In 1948, after an exhausting, bitterly fought cam-
paign, he won the Democratic primary election for the
Senate by a margin of only 87 votes out of 988,000.
A MASTER POLITICIAN
Johnson proved himself a master
of party politics and behind-the-scenes maneuvering, and
he rose to the position of Senate majority leader in 1955.
People called his legendary ability to persuade senators to
support his bills the “LBJ treatment.” As a reporter for the
Saturday Evening Post explained, Johnson also used this
treatment to win over reporters.
A PERSONAL VOICE STEWART ALSOP
“ The Majority Leader [Johnson] was, it seemed, in a
relaxed, friendly, reminiscent mood. But by gradual stages
this mood gave way to something rather like a human hurri-
cane. Johnson was up, striding about his office, talking
without pause, occasionally leaning over, his nose almost
touching the reporter’s, to shake the reporter’s shoulder or
grab his knee. . . . Appeals were made, to the Almighty, to
the shades of the departed great, to the reporter’s finer
instincts and better nature, while the reporter, unable to
get a word in edgewise, sat collapsed upon a leather sofa,
eyes glazed, mouth half open.
”
—“The New President,” Saturday Evening Post, December 14, 1963
Johnson’s deft handling of Congress led to the passage
of the Civil Rights Act of 1957, a voting rights measure that
was the first civil rights legislation since Reconstruction.
Johnson’s knack for achieving legislative results had cap-
tured John F. Kennedy’s attention, too, during Kennedy’s
run for the White House. To Kennedy, Johnson’s congres-
sional connections and his Southern Protestant background compensated for his
own drawbacks as a candidate, so he asked Johnson to be his running mate.
Johnson’s presence on the ticket helped Kennedy win key states in the South,
especially Texas, which went Democratic by just a few thousand votes.
Johnson’s Domestic Agenda
In the wake of Kennedy’s assassination, President Johnson addressed a joint ses-
sion of Congress. It was the fifth day of his administration. “All I have I would
have given gladly not to be standing here today,” he began. Kennedy had inspired
Americans to begin to solve national and world problems. Johnson urged Congress
to pass the civil rights and tax-cut bills that Kennedy had sent to Capitol Hill.
The New Frontier and the Great Society 893
A
MAIN IDEA
MAIN IDEA
A
Analyzing
Motives
Why did
Kennedy choose
Johnson to be his
running mate?
A. Answer
Johnson
brought balance
to the ticket
because of his
experience and
influence in
Congress and
his Southern
Protestant back-
ground.
K
E
Y
P
L
A
Y
E
R
K
E
Y
P
L
A
Y
E
R
LYNDON B. JOHNSON
1908–1973
LBJ received his teaching degree
from Southwest Texas State
Teachers College in 1930. To fi-
nance his own education, Johnson
took a year off from college to
work at a Mexican-American
school in Cotulla, Texas. He later
taught public speaking and
debate at the Sam Houston High
School in Houston. At age 26, he
became the state director of the
National Youth Administration, a
New Deal agency.
As president, Johnson pushed
hard for the passage of the
Elementary and Secondary
Education Act. In 1965, he
signed the act at the one-room
schoolhouse near Stonewall,
Texas, where his own education
had begun. Johnson later wrote,
“My education had begun with
what I learned in that school-
room. Now what I had learned
and experienced since that time
had brought me back to fulfill a
dream.”
p0892-899aspe-0828s3 10/17/02 9:19 AM Page 893
Page 2 of 8
B
In February 1964 Congress passed a tax reduction of
over $10 billion into law. As the Democrats had hoped, the
tax cut spurred economic growth. People spent more,
which meant profits for businesses, which increased tax
revenues and lowered the federal budget deficit from $6 bil-
lion in 1964 to $4 billion in 1966.
Then in July, Johnson pushed the Civil Rights Act of
1964 through Congress, persuading Southern senators to
stop blocking its passage. It prohibited discrimination based
on race, religion, national origin, and sex and granted the
federal government new powers to enforce its provisions.
THE WAR ON POVERTY
Following these successes, LBJ
pressed on with his own agenda—to alleviate poverty. Early
in 1964, he had declared “unconditional war on poverty in
America” and proposed sweeping legislation designed to
help Americans “on the outskirts of hope.”
In August 1964, Congress enacted the Economic
Opportunity Act (EOA), approving nearly $1 billion
for youth programs, antipoverty measures, small-business
loans, and job training. The EOA legislation created:
• the Job Corps Youth Training Program
• VISTA (Volunteers in Service to America)
• Project Head Start, an education program for underpriv-
ileged preschoolers
• the Community Action Program, which encouraged
poor people to participate in public-works programs.
THE 1964 ELECTION
In 1964, the Republicans nominat-
ed conservative senator Barry Goldwater of Arizona to
oppose Johnson. Goldwater believed the federal govern-
ment had no business trying to right social and economic
wrongs such as poverty, discrimination, and lack of oppor-
tunity. He attacked such long-established federal programs
as Social Security, which he wanted to make voluntary, and
the Tennessee Valley Authority, which he wanted to sell.
In 1964, most American people were in tune with
Johnson—they believed that government could and should
help solve the nation’s problems. Moreover, Goldwater had
frightened many Americans by suggesting that he might use nuclear weapons on
Cuba and North Vietnam. Johnson’s campaign capitalized on this fear. It produced
a chilling television commercial in which a picture of a little girl counting the petals
on a daisy dissolved into a mushroom cloud created by an
atomic bomb. Where Goldwater advocated interven-
tion in Vietnam, Johnson assured the American peo-
ple that sending U.S. troops there “would offer no
solution at all to the real problem of Vietnam.”
LBJ won the election by a landslide, win-
ning 61 percent of the popular vote and 486
electoral votes, while Senator Goldwater won
only 52. The Democrats also increased their
majority in Congress. For the first time since
1938, a Democratic president did not need the
votes of conservative Southern Democrats in order
to get laws passed. Now Johnson could launch his
reform program in earnest.
894 C
HAPTER 28
W
O
R
L
D
S
T
A
G
E
W
O
R
L
D
S
T
A
G
E
THE WAR IN VIETNAM
As LBJ pushed through his
domestic programs, the U.S. grew
more interested in halting the
spread of communism around the
world. In Vietnam, anti-
Communist nationalists controlled
South Vietnam while Communist
leader Ho Chi Minh had taken
over North Vietnam. The Geneva
Accords had temporarily provided
peace, dividing Vietnam along the
17th parallel into two distinct
political regions. Despite this
treaty, the North was supporting
Communist rebels who were tr y-
ing to take over the South.
Though Presidents Eisenhower
and Kennedy had provided eco-
nomic and military aid to South
Vietnam, soon the U.S. would be
directly involved in fighting the war.
17th Parallel
Gulf of
Tonkin
South
China Sea
Gulf
of
Thailand
Hanoi
Saigon
LAOS
CHINA
THAILAND
NORTH
VIETNAM
CAMBODIA
SOUTH
VIETNAM
Background
See pover ty on
page R43 in the
Economics
Handbook.
Campaign
buttons like this
one capitalized on
the nation’s
growing liberal
democratic
sentiments.
▼
B. Answer
Poverty and lack
of opportunity.
MAIN IDEA
MAIN IDEA
B
Identifying
Problems
What
problems in
American society
did the Economic
Opportunity Act
seek to address?
p0892-899aspe-0828s3 10/17/02 9:19 AM Page 894
Page 3 of 8
Building the Great Society
In May 1964, Johnson had summed up his vision for America in a phrase: the
Great Society. In a speech at the University of Michigan, Johnson outlined a
legislative program that would end poverty and racial injustice. But, he told an
enthusiastic crowd, that was “just the beginning.” Johnson envisioned a legisla-
tive program that would create not only a higher standard of living and equal
opportunity, but also promote a richer quality of life for all.
A PERSONAL VOICE LYNDON B. JOHNSON
“ The Great Society is a place where every child can find knowledge to enrich his
mind and to enlarge his talents. It is a place where leisure is a welcome chance
to build and reflect, not a feared cause of boredom and restlessness. It is a place
where the city of man serves not only the needs of the body and the demands of
commerce but the desire for beauty and the hunger for community. It is a place
where man can renew contact with nature. It is a place which honors creation for
its own sake and for what it adds to the understanding of the race.
”
—“The Great Society,” May 22, 1964
Like his idol FDR, LBJ wanted to change America. By the time Johnson left
the White House in 1969, Congress had passed 206 of his measures. The president
personally led the battle to get most of them passed.
EDUCATION
During 1965 and 1966, the LBJ administration introduced a flurry
of bills to Congress. Johnson considered education “the key which can unlock
the door to the Great Society.” The Elementary and Secondary Education Act of
1965 provided more than $1 billion in federal aid to help public and parochial
schools purchase textbooks and new library materials. This was the first major
federal aid package for education in the nation’s history.
The New Frontier and the Great Society 895
These
preschoolers in
a Head Start
classroom are
among the
millions of
Americans whose
daily lives have
been affected by
Great Society
programs.
▼
p0892-899aspe-0828s3 10/17/02 9:19 AM Page 895
Page 4 of 8
Great Society Programs, 1964–1967
HEALTHCARE
LBJ and Congress changed Social Security by establishing
Medicare and Medicaid. Medicare provided hospital insurance and low-cost
medical insurance for almost every American age 65 or older. Medicaid extend-
ed health insurance to welfare recipients.
HOUSING
Congress also made several important decisions that shifted the
nation’s political power from rural to urban areas. These decisions included
appropriating money to build some 240,000 units of low-rent public housing and
help low- and moderate-income families pay for better private housing; estab-
lishing the Department of Housing and Urban Development (HUD); and appoint-
ing Robert Weaver, the first African-American cabinet member in American his-
tory, as Secretary of HUD.
896 C
HAPTER 28
POVERTY
1964 Tax Reduction Act cut corporate and
individual taxes to stimulate growth.
1964 Economic Opportunity Act created Job
Corps, VISTA, Project Head Start, and other
programs to fight the “war on poverty.”
1965 Medicare Act established Medicare and
Medicaid programs.
1965 Appalachian Regional Development Act
targeted aid for highways, health centers,
and resource development in that
economically depressed area.
CITIES
1965 Omnibus Housing Act provided money
for low-income housing.
1965 Department of Housing and Urban
Development was formed to administer
federal housing programs.
1966 Demonstration Cities and Metropolitan
Area Redevelopment Act funded slum
rebuilding, mass transit, and other
improvements for selected “model cities.”
EDUCATION
1965 Elementary and Secondary Education Act
directed money to schools for textbooks,
library materials, and special education.
1965 Higher Education Act funded scholarships
and low-interest loans for college students.
1965 National Foundation on the Arts and the
Humanities was created to financially assist
painters, musicians, actors, and other artists.
1967 Corporation for Public Broadcasting was
formed to fund educational TV and radio
broadcasting.
ENVIRONMENT
1965 Wilderness Preservation Act set aside over
9 million acres for national forest lands.
1965 Water Quality Act required states to clean
up their rivers.
1965 Clean Air Act Amendment directed the
federal government to establish emission
standards for new motor vehicles.
1967 Air Quality Act set federal air pollution guide-
lines and extended federal enforcement power.
DISCRIMINATION
1964 Civil Rights Act outlawed discrimination in
public accommodations, housing, and jobs;
increased federal power to prosecute civil
rights abuses.
1964 Twenty-Fourth Amendment abolished the
poll tax in federal elections.
1965 Voting Rights Act ended the practice of
requiring voters to pass literacy tests and
permitted the federal government to monitor
voter registration.
1965 Immigration Act ended national-origins
quotas established in 1924.
CONSUMER ADVOCACY
1966 Truth in Packaging Act set standards for
labeling consumer products.
1966 National Traffic and Motor Vehicle Safety
Act set federal safety standards for the
auto and tire industries.
1966 Highway Safety Act required states to set
up highway safety programs.
1966 Department of Transportation was created
to deal with national air, rail, and highway
transportation.
SKILLBUILDER
Interpreting Charts
What did the Great Society programs indicate about the federal government’s changing role?
C
MAIN IDEA
MAIN IDEA
C
Comparing
How are
Medicare and
Medicaid similar?
C. Answer
Both provide
government-
sponsored
health insur-
ance.
Skillbuilder
Answer
The programs
were wide-rang-
ing, which
reflected an
expanding role
for the federal
government in
addressing
certain problems
of American
society.
p0892-899aspe-0828s3 10/17/02 9:19 AM Page 896
Page 5 of 8
The New Frontier and the Great Society 897
IMMIGRATION
The Great Society also brought profound
changes to the nation’s immigration laws. The Immigration
Act of 1924 and the National Origins Act of 1924 had estab-
lished immigration quotas that discriminated strongly against
people from outside Western Europe. The Act set a quota of
about 150,000 people annually. It discriminated against
southern and eastern Europeans and barred Asians complete-
ly. The Immigration Act of 1965 opened the door for
many non-European immigrants to settle in the United States
by ending quotas based on nationality.
THE ENVIRONMENT
In 1962, Silent Spring, a book by Rachel
Carson, had exposed a hidden danger: the effects of pesti-
cides on the environment. Carson’s book and the public’s
outcry resulted in the Water Quality Act of 1965, which
required states to clean up rivers. Johnson also ordered the
government to search out the worst chemical polluters.
“There is no excuse . . . for chemical companies and oil
refineries using our major rivers as pipelines for toxic wastes.”
Such words and actions helped trigger the environmental
movement in the United States. (See Chapter 32.)
CONSUMER PROTECTION
Consumer advocates also made
headway. They convinced Congress to pass major safety laws,
including a truth-in-packaging law that set standards for label-
ing consumer goods. Ralph Nader, a young lawyer, wrote a
book, Unsafe at Any Speed, that sharply criticized the U.S. auto-
mobile industry for ignoring safety concerns. His testimony
helped persuade Congress to establish safety standards for automobiles and tires.
Precautions extended to food, too. Congress passed the Wholesome Meat Act of
1967. “Americans can feel a little safer now in their homes, on the road, at the
supermarket, and in the department store,” said Johnson.
Reforms of the Warren Court
The wave of liberal reform that characterized the Great Society also
swept through the Supreme Court of the 1960s. Beginning with the
1954 landmark decision Brown v. Board of Education, which ruled school
segregation unconstitutional, the Court under Chief Justice Earl Warren
took an activist stance on the leading issues of the day.
Several major court decisions in the 1960s affected American soci-
ety. The Warren Court banned prayer in public schools and declared
state-required loyalty oaths unconstitutional. It limited the power of
communities to censor books and films and said that free speech
included the wearing of black armbands to school by antiwar students.
Furthermore, the Court brought about change in federal and state reap-
portionment and the criminal justice system.
CONGRESSIONAL REAPPORTIONMENT
In a key series of decisions,
the Warren Court addressed the issue of reapportionment, or the way
in which states redraw election districts based on the changing number of people
in them. By 1960, about 80 percent of Americans lived in cities and suburbs.
However, many states had failed to change their congressional districts to reflect
this development; instead, rural districts might have fewer than 200,000 people,
while some urban districts had more than 600,000. Thus the voters in rural areas
had more representation—and also more power—than those in urban areas.
D
Chief Justice
Earl Warren
MAIN IDEA
MAIN IDEA
D
Analyzing
Effects
How did the
Immigration Act of
1965 change the
nation’s
immigration
system?
D. Answer
It replaced the
nation origins
system, which
discriminated
against people
from outside
Western Europe.
N
O
W
N
O
W
T
H
E
N
T
H
E
N
MEDICARE ON THE LINE
When President Johnson signed
the Medicare bill in 1965, only half
of the nation’s elderly had health
insurance. Today, thanks largely to
Medicare, nearly all persons 65
years or older are eligible.
In 1998, federal spending on
Medicare was about $160 billion.
In recent years,
experts have
debated over whether
Medicare
can be sustained in the face of
changing trends: (1) people are
living longer, (2) health care con-
tinues to become more expen-
sive, and (3) the large baby
boomer generation is moving
toward retirement age. Though
most Americans are not in favor
of cutbacks to Medicare, the
Balanced Budget Act of 1997
reduced federal spending on
Medicare from 1998 through
2002 by $112 billion.
p0892-899aspe-0828s3 10/17/02 9:19 AM Page 897
Page 6 of 8
898 C
HAPTER 28
Baker v. Carr (1962) was the first of several decisions that established the prin-
ciple of “one person, one vote.” The Court asserted that the federal courts had the
right to tell states to reapportion—redivide—their districts for more equal repre-
sentation. In later decisions, the Court ruled that congressional district bound-
aries should be redrawn so that districts would be equal in population, and in
Reynolds v. Sims (1964), it extended the principle of “one person, one vote” to
state legislative districts. (See Reynolds v. Sims, page 980.) These decisions led to a
shift of political power throughout the nation from rural to urban areas.
RIGHTS OF THE ACCUSED
Other Warren Court decisions greatly expanded
the rights of people accused of crimes. In Mapp v. Ohio (1961), the Court ruled
that evidence seized illegally could not be used in state courts. This is called the
exclusionary rule. In Gideon v. Wainwright (1963), the justices required criminal
courts to provide free legal counsel to those who could not afford it. In Escobedo
v. Illinois (1964), the justices ruled that an accused person has a right to have a
lawyer present during police questioning. In 1966, the Court went one step fur-
ther in Miranda v. Arizona, where it ruled that all suspects must be read their rights
before questioning. (See Miranda v. Arizona, page 900.)
These rulings greatly divided public opinion. Liberals praised the decisions,
arguing that they placed necessary limits on police power and protected the right
of all citizens to a fair trial. Conservatives, however, bitterly criticized the Court.
They claimed that Mapp and Miranda benefited criminal suspects and severely lim-
ited the power of the police to investigate crimes. During the late 1960s and 1970s,
Republican candidates for office seized on the “crime issue,” portraying liberals and
Democrats as being soft on crime and citing the decisions of the Warren Court as
major obstacles to fighting crime.
E
MAIN IDEA
MAIN IDEA
E
Contrasting
What were the
differing reactions
to the Warren
Court decisions on
the rights of the
accused?
E. Answer
Liberals sup-
ported the deci-
sions for pro-
tecting individ-
ual rights, while
conservatives
criticized the
Court for pro-
tecting criminal
suspects and
limiting police
power.
“Failures of the Great Society
prove that government-sponsored
programs do not work.”
The major attack on the Great Society is that it created
“big government”: an oversized bureaucracy,
too many regulations, waste and fraud, and rising bud-
get deficits. As journalist David Alpern writes, this
comes from the notion that government could solve all
the nation’s problems: “The Great Society created
unwieldy new mechanisms like the Office of Economic
Opportunity and began ‘throwing dollars at problems . . . .’
Spawned in the process were vast new constituencies
of government bureaucrats and beneficiaries whose
political clout made it difficult to kill programs off.”
Conservatives say the Great Society’s social wel-
fare programs created a
culture of dependency.
Economist Paul Craig
Roberts argues that “The
Great Society . . . reflected
our lack of confidence in
the institutions of a free
society. We came to the
view that it is government
spending and not business
innovation that creates
jobs and that it is society’s
fault if anyone is poor.”
“The Great Society succeeded
in prompting far-reaching
social change.”
Defenders of the Great Society contend that it bettered
the lives of millions of Americans. Historian John
Morton Blum notes, “The Great Society initiated poli-
cies that by 1985 had had profound consequences:
Blacks now voted at about the same rate as whites,
and nearly 6,000 blacks held public offices; almost
every elderly citizen had medical insurance, and the
aged were no poorer than Americans as a whole; a
large majority of small children attended preschool
programs.”
Attorney Margaret Burnham argues that the civil
rights gains alone justify the Great Society: “For tens
of thousands of human
beings . . . giving promise
of a better life was signifi-
cant . . . . What the Great
Society affirmed was the
responsibility of the federal
government to take mea-
sures necessary to bring
into the social and eco-
nomic mainstream any
segment of the people
[who had been] historically
excluded.”
COUNTERPOINT
COUNTERPOINT
POINT
POINT
THINKING CRITICALLY
THINKING CRITICALLY
CONNECT TO HISTORY
1. Evaluating
Do you think the Great Society was a
success or a failure? Explain.
SEE SKILLBUILDER HANDBOOK, PAGE R17.
CONNECT TO TODAY
2. Analyzing Social Problems
Research the most press-
ing problems in your own neighborhood or precinct.
Then propose a social program you think would
address at least one of those problems while avoiding
the pitfalls of the Great Society programs.
p0892-899aspe-0828s3 10/17/02 9:19 AM Page 898
Page 7 of 8
Impact of the Great Society
The Great Society and the Warren Court changed the United States. People dis-
agree on whether these changes left the nation better or worse, but most agree on
one point: no president in the post–World War II era extended the power and
reach of the federal government more than Lyndon Johnson. The optimism of
the Johnson presidency fueled an activist era in all three branches of government,
for at least the first few years.
The “war on poverty” did help. The number of poor people fell from 21 per-
cent of the population in 1962 to 11 percent in 1973. However, many of
Johnson’s proposals, though well intended, were hastily conceived and proved
difficult to accomplish.
Johnson’s massive tax cut spurred the economy. But funding the Great Society
contributed to a growing budget deficit—a problem that continued for decades.
Questions about government finances, as well as debates over the effectiveness of
these programs and the role of the federal government, left a number of people dis-
illusioned. A conservative backlash began
to take shape as a new group of Republican
leaders rose to power. In 1966, for example,
a conservative Hollywood actor named
Ronald Reagan swept to victory in the race
for governor of California over the
Democratic incumbent.
Thousands of miles away, the increase
of Communist forces in Vietnam also
began to overshadow the goals of the
Great Society. The fear of communism was
deeply rooted in the minds of Americans
from the Cold War era. Four years after ini-
tiating the Great Society, Johnson, a peace
candidate in 1964, would be labeled a
“hawk”—a supporter of one of the most
divisive wars in recent U.S. history.
The New Frontier and the Great Society 899
•Lyndon Baines Johnson
•Economic Opportunity Act
•Great Society
•Medicare and Medicaid
•Immigration Act of 1965
•Warren Court
•reapportionment
1. TERMS & NAMES For each term or name, write a sentence explaining its significance.
MAIN IDEA
2. TAKING NOTES
List four or more Great Society
programs and Warren Court rulings.
Choose one item and describe its
lasting effects.
CRITICAL THINKING
3. EVALUATING LEADERSHIP
Explain how Lyndon Johnson’s
personal and political experiences
might have influenced his actions as
president. Think About:
• his family’s background and edu-
cation
• his relationship with Franklin
Roosevelt
• his powers of persuasion
4. ANALYZING VISUAL SOURCES
Look at the political cartoon above.
What do you think the artist was
trying to convey about the Johnson
administration?
Great Society Warren Court
Programs Rulings
1. 1.
2. 2.
3. 3.
4. 4.
MAIN IDEA
MAIN IDEA
F
Identifying
Problems
What events
and problems may
have affected the
success of the
Great Society?
F. Possible
Answers
Some programs
contributed to
the budget
deficit; federal
spending,
deficits, and
intervention
sparked conserv-
ative backlash;
the Vietnam War
drew away funds
and attention.
F
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The Great Society Terms & Names WHY IT (Caggia Social Studies)

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Completed 26 February 2021

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