lesson plan
goals and objectives
Students will analyze 1950s ads and evaluate the image and role of women in the period. Students will compare and contrast the role of women in the 1950s with modern women.
california state content and common core standards
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).
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Lesson introduction (5 minutes)
Instructor will discuss with students the changing role of women within the United States. Instructor will then ask students to think about the typical role of a woman in modern times. The instructor will then discuss the beginning of the content for this lesson, linking their answers about the role of women in modern times to the role of women in the 1950s. The instructor will ask students to think about the role of advertising nowadays when getting into the lesson.
vocabulary (5 minutes)
Instructor will go over several different vocabulary words:
- Advertising
- Feminism
- Nuclear Family
- Sexism
- Domestic Violence
The instructor will continue to revisit these words throughout the assignment and ask students to use them in their analysis of the primary sources.
- Advertising
- Feminism
- Nuclear Family
- Sexism
- Domestic Violence
The instructor will continue to revisit these words throughout the assignment and ask students to use them in their analysis of the primary sources.
content delivery (5-10 minutes)
Instructor will give a short lecture on the role of women and the effects of advertising on pop culture in the 1950s. Instructor will revisit the discussion at the beginning of the class and ask students what they think the role of the typical woman in the 1950s was. Students will respond in a whole class discussion. Instructor will model the class assignment and answer any questions students may have about the assignment.
Student engagement (25 minutes)
Students will be placed in groups of 2-3. Instructor will direct students to the stations around the room for a gallery walk assignment. Each station will contain a primary source document (advertisements) from the 1950s. Students will answer questions on their handout for each station about the advertisements and discuss with each other what they think about each advertisement (who they think its directed to, why its significant, etc..). Students will spend the majority of the period working on this assignment.
lesson closure (10 minutes)
The students will be given a venn diagram to create. Students will be asked to stay in their groups and compare/contrast the role of a modern day woman versus one from the 1950s. They should be able to use the primary sources from this assignment and use prior knowledge of advertisements in contemporary times.
Assessment
Formative Assessment: Group discussion during the gallery walk assignment will enable the instructor to listen in on what students think about the advertisements. If students are struggling with certain questions, the instructor can ask the students scaffolding questions in order to help them understand the content. It can also give the instructor an understanding as to whether the class is on the right track.
Summative Assessment: The students’ venn diagram at the end of the class will provide an excellent insight into whether students understood the material or not. The assessment requires students to connect primary source material with prior knowledge and what they know about contemporary times. Students should be able to link their vocabulary learned in this lesson into the assignment.
Summative Assessment: The students’ venn diagram at the end of the class will provide an excellent insight into whether students understood the material or not. The assessment requires students to connect primary source material with prior knowledge and what they know about contemporary times. Students should be able to link their vocabulary learned in this lesson into the assignment.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners, Striving Readers and Students with Special Needs will be placed with advanced students during the gallery walk assignment. This will ensure that these students are guided properly and given a chance to understand the material. The students will create their venn diagram, but will be able to stay in groups, further having access to a model student to help scaffold them.
Lesson resources
http://history.hanover.edu/courses/excerpts/227ads.html
http://blsciblogs.baruch.cuny.edu/familysummer2011/2011/07/31/1950s-adscommercials-aimed-at-women/
Copies of the advertisements, small powerpoint lecture.
http://blsciblogs.baruch.cuny.edu/familysummer2011/2011/07/31/1950s-adscommercials-aimed-at-women/
Copies of the advertisements, small powerpoint lecture.