Goals and Objectives
Students will examine the aspect of post-war Suburbs and their role in 1940s and 50s American culture through a lecture. Students will identify the key ideas of American culture and their role in shaping 1950s suburban culture by answering a series of critical thinking questions and sharing them in class.
California State Content Standards
11.8. Students analyze the economic boom and social transformation of post-World War II America.
11.8.7. Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.
11.8.8. Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).
11.8.7. Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.
11.8.8. Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.WHST.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.11-12.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
CCSS.ELA-Literacy.WHST.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.11-12.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Driving historical question
What was the role of the suburbia culture in regards to American culture as a whole?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 Minutes
The instructor will introduce the topic with a short clip of “Happy Days”. The instructor will ask students to note specific aspects of 1950s culture. After the clip, the class will reconvene for a short discussion identifying what the students noticed and comparing it to modern day culture.
Vocabulary (Content Language Development) ‖ Time: 10 Minutes
Students will use a “Multiple Representation” sheet using the key terms from this lesson. The instructor will define the word, draw a picture illustrating the word and then ask the students to finish the sheet. Students will then use their own words to define the term, draw a picture defining the term, write a sentence relating to the material with the word and then sharing their definitions and illustrations with a partner.
GI Bill of Rights
Suburbs
Conglomerate
Baby Boom
Consumerism
Franchise
Mass Media
Rock N’ Roll
GI Bill of Rights
Suburbs
Conglomerate
Baby Boom
Consumerism
Franchise
Mass Media
Rock N’ Roll
Content Delivery (Method of Instruction) ‖ Time: 20 Minutes
The instructor will deliver a lecture presentation highlighting the role of the government on returning veterans, the rise of suburbs and the role of businesses within 1950s America. In addition, the presentation will highlight the role of pop culture and the American Dream. Guided notes will be part of the lecture.
suburbia lecture
More PowerPoint presentations from Matt Andrews
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 15 Minutes
Students will complete the guided notes as the instructor is completing the lecture. On the guided notes and within the lecture, several critical thinking questions will be present asking the students to identify parts of the lecture and their roles within 1950s Suburbia. The instructor will stop during these critical thinking questions and engage the students in a discussion.
Lesson Closure ‖ Time: 10 Minutes
Students will split up into pairs and answer a series of questions about the 1950s. This will become a think-pair-share activity. Students will then turn in their work at the end of class.
What were some of the problems the United States faced in the post-war years?
Why did a consumerism culture become the primary culture for 1950s suburbia?
Compare and contrast 1950s suburbia with modern day suburbia? Think about the role of women, restaurants and businesses.
What were some of the problems the United States faced in the post-war years?
Why did a consumerism culture become the primary culture for 1950s suburbia?
Compare and contrast 1950s suburbia with modern day suburbia? Think about the role of women, restaurants and businesses.
Assessments (Formative & Summative)
Formative – During the lecture, the instructor will ask the students to respond to the questions on the slide. The students will be able to write down their answer on the appropriate space on the guided notes and share their answer with the class. This enables the instructor to check for understanding and re-teach the material if needed.
Summative – The think-pair-share activity as well as the answers to the three critical questions will enable the instructor to gauge student understanding of the material and their ability to link it with other time periods. Instructor will review the material if necessary.
Summative – The think-pair-share activity as well as the answers to the three critical questions will enable the instructor to gauge student understanding of the material and their ability to link it with other time periods. Instructor will review the material if necessary.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The “multiple representation” activity for the vocabulary will help English Learners, Striving Readers and Students with Special Needs in a variety of ways. Firstly, the instructor models the assignment for them and gives them ideas as to what they could write down. Secondly, the illustration portion enables the students make sense of the material through visual means versus just purely writing. Lastly, the sharing portion allows the instructor to pair them up with an advanced student to further the modeling process.
Resources (Books, Websites, Handouts, Materials)
UShistory.org
The American Dream by the Editors of Time Life Books
The Americans: Reconstruction to the 21st Century by McDougal Littell
I Love Lucy Clip, courtesy of youtube.com
Folgers coffee Commercial, courtesy of youtube.com
The American Dream by the Editors of Time Life Books
The Americans: Reconstruction to the 21st Century by McDougal Littell
I Love Lucy Clip, courtesy of youtube.com
Folgers coffee Commercial, courtesy of youtube.com