Understand the circumstances that led to Lyndon B. Johnson’s 1964 declaration of a “war on poverty”; evaluate government efforts to eliminate poverty and achieve equality in the United States; examine the persistence of poverty and how different analyses of this issue influence social policies.

In the early 1960s, Michael Harrington’s book The Other America focused national attention on the plight of America’s poor. Harrington estimated that at least 40 million Americans were living in poverty, noting in particular the “invisible poor” comprised of youth, minorities, and the elderly. In 1964, President Johnson called for a national War on Poverty. As a start toward Johnson’s envisioned “Great Society,” the federal government approved a series of social welfare reforms. The Equal Opportunity Act encompassed initiatives ranging from job training for the poor to public works projects to the Head Start program. Antipoverty initiatives also included legislation to improve access to housing, education, and health care. Although the War did not eradicate poverty, its impact was clear: between 1963 and 1968, the number of Americans living below the poverty line fell from 20 to 13 percent.

• CA  11.11: 6 Historical Interpretation: 3
• TX  113.32(7): c; 113.32(14): d; 113.38(2): d
• FL  SS.A.5.4: 8
• NCSS  VI(HS): a, i

2 class periods

• Activity Sheet, Lyndon B. Johnson’s War on Poverty
• Timeline, Life in the United States, 1960-1990 
• Graphic Organizer, Problem-Solution Table
• Writing Rubric

Students have the opportunity to write a Persuasive Essay (see Extension below).

How did the federal government fight American poverty in the 1960s?

Present Information Students will write an informational brochure presenting Lyndon B. Johnson’s War on Poverty. Group members will research the social welfare reforms enacted by the federal government in the 1960s.

Have students research the topic using the provided links. Encourage them to use the suggested graphic organizer as they read articles.

“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.’”

To start students thinking about the government’s War on Poverty in America, have them consider the passage.

Key questions students should answer are:

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

Distribute the Student Activity sheet. Have students work in groups to conduct research and create their informational brochures. Tell students that they will incorporate the following topics into their brochures.

• Harrington’s Book The Other America
• Provisions of the Equal Opportunity Act
• Medical Care
• Access to Education
• Urban Programs
• Public Housing

Remind students that their brochures should include specific details about the conditions of poverty in America, and legislation passed by Congress in the 1960s to improve the status and well-being of, and opportunities for America’s poor.

Use the Writing Rubric to assess students’ performance.

Have students reflect on their performance and use the list of expectations to judge how well they met the criteria.

Ask students: Which piece of legislation was most effective in the fight against poverty?

Expository Writing Have students use Daily Life through History to conduct research and write a Persuasive Essay about the obligation of the government to aid those in need.

Critical Thinking: APPLY