Lesson on Friday, April 27, 2018

Aim: Identify causes for post-World War II prosperity and its effects on American society.  

Bell Ringer: Grade Pop Quiz (Attachment G) 

Objectives: 

1. Students will compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.  

2. Students will examine the changing status of women in the United States from post-World War II to present.  

Agenda: 

1. Bell Ringer (10 min)  

2. View links below to help you with your thesis.  

a. Have students visit Levittown: Documents of an Ideal American Suburb  -The postwar boom in housing made suburban living the cultural norm in America and shaped a generation. The story of the classic suburb, Levittown, is told on this site in pictures and text. https://www.youtube.com/watch?v=OApZePeJSdU   

   

b. Have students visit the Fifties Website Homepage http://www.fiftiesweb.com/ -This entertaining site provides samples of music and television from the 1950’s. It also includes a related links page. - Have students write a review of a music or television sample.  

c. Have the students visit http://writing.upenn.edu/~afilreis/50s/home.html -This site by Professor Al Filreis of the University of Pennsylvania contains a large array of 1950s literature and images in an alphabetical index. -Have students write a journal reflection of an image studied from the website.  

d. Students can visit http://homepages.gac.edu/~jcullip/workexamples/mea.html for general information regarding the economic aspects of the 1950s. -Have students read a short section of the economic aspects of the 1950s. 

3. Cold War (Containment) History Lab  

4. Lesson Closure: After completing the post-quiz and going over with students, ask students the following questions to conclude the lesson.  

5. a. Journal 71 - What caused the brief economic recession following the conclusion of the Second World War?  

5. b. Journal 72 - Explain how the political, economic, and social forces of the late 1940s and 1950s contributed to rapid economic recovery during the middle part of the decade (1950s)?  

6. c. Journal 73 - Assess the validity of the beat movement’s argument regarding the dangers of social conformity.  

7. d. Journal 74 - How did American consumerism benefit from the industrial growth and productivity of the 1950s 

*Grading Journals 61-70 

*Thesis is due at the end of the period, titled "Social Conformity Thesis" / Use the links above 

Home Learning:  

1. 1. Complete "Interstate Highway System/1950s Ad" Assignment.  

2. 2. Complete Journals 71-74 

Lesson on Thursday, April 26, 2018

Aim: Identify causes for post-World War II prosperity and its effects on American society.  

Bell Ringer: Journal 69 – How did the Marshall Plan benefit the United States’ post-Second World War Economy? Use Attachment A “Marshall Plan”  

1. 1. Students will compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.  

2. Students will examine the changing status of women in the United States from postWorld War II to present. 

Agenda: 

1. Bell Ringer (10 min)  

2. Review (Complete) Attachment G (10 min)  

3. a. Attachment F, (Reading: Malvina Reynolds’ song – “Little Boxes” (1962) Write a one paragraph critique both describing the premise of the song and assessing the validity of its argument. (Journal 70)  

5. In the Malvina Reynolds song “Little Boxes,” she reiterates the argument made by many in the beat movement that life in the 1950s was based on conformity. In the song, for instance, references are made to…  

6. Share your completed reviews with the entire class.  

7. Create an advertisement of any new consumer product of the 1950’s. Students will identify the audience and the message that the advertisement is trying to convey.  

8. Label and identify the new highway system created as a result of the 1956 Interstate Highway Act.  

7 or 8 are due ON MONDAY 4/30 OR BEFORE! 

Home Learning:  

1. 1950s Consumer Product / Interstate Highway Act Assignment  

2. Complete “Social Critics of Popular Conformity” thesis: due Friday, April 27, 2018 

Lesson on Wednesday, April 25, 2018

Aim: Identify causes for post-World War II prosperity and its effects on American society.

Bell Ringer: Review Attachment C (5 min)


Objectives:

1. Students will compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.
2. Students will examine the changing status of women in the United States from post-World War II to present.


Agenda:

1. Bell Ringer (10 min)
2. Review Attachment D
3. Reading: Read with the students Attachment E, “Social Critics of Popular “conformity.” Stop, discuss, and check for understanding during appropriate points in the reading.
3. Write an editorial from the perspective of a contemporary beatnik author (social critic or commentator). This assignment should be no longer than a page in length. Make sure that the topic of
their editorial is germane to the nation, state, or community as a whole. Their thesis should be based on a controversial issue, one in which no clear solution exists (i.e. government dependence or fiscal responsibility, morality and political scandal, stem cell research, civil liberties or civil rights issues).

4. Finally, have students take the post-quiz associated with this lesson (see attachment G). Go over quiz with students and check for understanding as needed. Re-explain concepts not understood.

Home Learning: Complete “Social Critics of Popular Conformity” thesis: due Thursday, April 26, 2018 (no late work) / Complete Attachment D if you haven't done so already. 

Lesson on Tuesday, April 24, 2018

Today we completed Attachment C and D in class. 

This will be DUE TOMORROW WEDNESDAY, APRIL 25, 2018! 

Lesson on Monday, April 23, 2018

Aim: Identify causes for post-World War II prosperity and its effects on American society.

Bell Ringer: Review previous exam


Objectives:
1. Students will compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.
2. Students will examine the changing status of women in the United States from post-World War II to present.


Agenda:
1. Bell Ringer (10 min)
2. Review EOC Review Packet, final pages (10 min)
3. Lesson Intro to post-World War II
4. Reading: Read with the students Attachment C, “Eisenhower and Achieving the American.” Stop, discuss, and check for understanding during appropriate points in the reading.
5. Have students complete Attachment D (graphic organizer). Circulate around the classroom and provide assistance to those unable to extrapolate
the reasons for the rapid economic recovery and their contributions to general prosperity.

Homework: Complete Attachment D

Lesson on Thursday, April 19, 2018

Aim: How did the United States respond to the post-World War II geo-political climate?  

Bell Ringer: Review Journal 67 

Objectives: 

1. Students will examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).    

2. Students will analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations. 

Agenda: 

1. 1. Bell Ringer (10 min)  

2. 2. Who were the baby boomers?  

2. 3. YouTube: Vietnam War   

3. 4. Journal 68 – In your own words explain how the Vietnam War was an extension of the Cold War.  (10 min)  (Keep in mind ‘Domino Theory) 

https://www.youtube.com/watch?v=yxaegqvl4aE  

4. 5. Collect Documents A-C  

5. 6. Lesson Closure: Ask students to reflect on the essential question: What impact did President Truman’s foreign policy have on the United States and the world? President Eisenhower? President Kennedy? Use the Think-Pair-Share strategy to encourage class discussion in response to the question. Then have students individually respond to this final reflection question: Who do you think had the most successful foreign policy— Truman, Eisenhower, or Kennedy? Explain why.   

6. 7. Cold War Exam (rest of class) 

Home Learning: 

1. Complete the last pages of the EOC Review Guide 

2. Complete the S/A Response section of the Cold War Exam.