Michael Harrington’s 1962 book The Other America brought national attention to the plight of America’s poor. President Lyndon B. Johnson envisioned a Great Society in which opportunity existed for all Americans. He declared a War on Poverty that led to the government’s passage of sweeping social welfare reforms. Antipoverty measures passed by the federal government included legislation addressing housing, education, medical care, and financial assistance for those in need.

You will be assigned topics that reflect the issues surrounding the federal antipoverty legislation of the 1960s. Use what you have learned to design and write an informational brochure explaining the conditions that necessitated a War on Poverty. Describe the government programs designed to alleviate poverty in America.

Look at the passage below. Answer the following questions on a separate sheet of paper.

“On his first full day as president, Johnson asked his advisors to come forward with specific proposals, which reached him in time to permit him to declare ‘unconditional war on poverty in America’ in his 1964 State of the Union address. ‘The richest nation on Earth,’ he said, ‘can win it. We cannot afford to lose it.’”

• Why does President Johnson liken the struggle against poverty to a war?
• What does President Johnson mean by “we cannot afford to lose?”

Use the Daily Life through History articles listed on the right to research Lyndon B. Johnson’s War on Poverty. Examine the Timeline. As you read, keep your assigned topics in mind. Remember that your informational brochure will need to identify the issues associated with poverty in the 1960s, and discuss specific aspects of the government programs designed to meet the needs of struggling America’s poor.

Use the Problem-Solution Table to organize your information. In the left column, write the problems created by poverty, for example access to education. In the right column, write details about government programs designed to address these issues, for example Elementary and Secondary Education Act. Work together to decide elements of design, layout, and content for your brochure.

Create your group’s brochure. Your final product should be both clear and informative. It should include details about the impact of poverty on citizens’ daily lives, as well as a description of actions undertaken by the government to alleviate the suffering of the poor.

Your teacher will use these questions to assess your performance:

• Did you create an appealing and well-organized brochure?
• Did your brochure include facts and supporting details?
• Did you cite specific economic problems and governmental solutions?