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USHAP

USHAP. Unit 9 Week 3. Monday 4/1/13. Agenda The 1950s Pro Con Activity Reminders Test Review: Lunch 4/15 Test: Tuesday 4/16 Chapters 26,27,28. Were the 1950s a time of peace, prosperity and progress OR growing discontent?. The Eisenhower Presidency. Conservative Vision of Community

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USHAP

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  1. USHAP Unit 9 Week 3

  2. Monday 4/1/13 • Agenda • The 1950s Pro Con Activity • Reminders • Test Review: Lunch 4/15 • Test: Tuesday 4/16 Chapters 26,27,28

  3. Were the 1950s a time of peace, prosperity and progress OR growing discontent?

  4. The Eisenhower Presidency • Conservative Vision of Community • Evasive “Middle of the Road” style • New Deal legacy • Hesitant fiscal policy • Military Industrial Complex • http://www.youtube.com/watch?v=8y06NSBBRtY

  5. Subsidizing Prosperity • FHA loans (short and long term effects) • The Growth of Suburbs • http://www.youtube.com/watch?v=wT_A9PFOY18 • GI Bill of Rights • Federal Highway Act of 1956 • http://www.youtube.com/watch?v=W7-m3FEm5VA • National Defense Education Act

  6. Suburban Life • The Suburban Housewife • http://www.colorado.edu/AmStudies/lewis/film/homecbook.pdf • The Feminine Mystique • http://www.youtube.com/watch?v=aVv7iNEy9fU&list=PL50F1219833C79523&index=3 • The Car Culture • http://www.youtube.com/watch?v=m7t9YlMxWoE • Baby Boom • http://www.youtube.com/watch?v=D-I-sYNuLq0

  7. Organized Labor and the AFL-CIO • Merger of the AFL-CIO • http://www.youtube.com/watch?v=JRy0gGKTiN8 • Landrum Griffin Act

  8. Lonely Crowds and Organization Men • The “other-directed” man • Organization Man

  9. Health and Medicine • Improvements in medical care • AMA’s criticism of “socialized medicine” • http://www.youtube.com/watch?v=4bNZ6GG0BH0

  10. Tuesday 4/2/13 • Agenda • Finish yesterday’s Activity • Youth Culture • Reminders • Test Review: Lunch 4/15 • Test: Tuesday 4/16 Chapters 26,27,28

  11. Suburban Life • The Suburban Housewife • http://www.colorado.edu/AmStudies/lewis/film/homecbook.pdf • The Feminine Mystique • http://www.youtube.com/watch?v=aVv7iNEy9fU&list=PL50F1219833C79523&index=3 • The Car Culture • http://www.youtube.com/watch?v=m7t9YlMxWoE • Baby Boom • http://www.youtube.com/watch?v=D-I-sYNuLq0

  12. Organized Labor and the AFL-CIO • Merger of the AFL-CIO • http://www.youtube.com/watch?v=JRy0gGKTiN8 • Landrum Griffin Act

  13. Lonely Crowds and Organization Men • The “other-directed” man • Organization Man

  14. Health and Medicine • Improvements in medical care • AMA’s criticism of “socialized medicine” • http://www.youtube.com/watch?v=4bNZ6GG0BH0

  15. Youth Culture: Rebelling Against Conformity *Copy the following diagram onto a page of your notebook or on a piece of printer paper. Outside the Box Inside the Box

  16. Instructions • We will listen to two songs from the 1950s, for each song, complete the following: • What is the message of the song? What lyrics can you quote that convey that message? • Write down a few lyrics that demonstrate the message of the song in the appropriate location. • Inside the Box- Song 1: Shake, Rattle, and Roll (1954) *Bill Haley Version • http://www.youtube.com/watch?v=Wa4FH9mbDGU • Outside the Box- Song 2: Summertime Blues (1958) • http://www.youtube.com/watch?v=MeWC59FJqGc

  17. Suburbia • Inside the box, list four positive characteristics of 1950s’ suburbia • Outside the box, list four reasons why critics did not like suburbia Hail! Hail! Rock ‘n’ Roll • Outside the box: what were American teenagers listening to? • Inside the box: how did mainstream America react? Almost Grown • Outside the box: draw three symbols to represent the changes in American teens during the 1950s Deviance and Delinquency • Who were the teen idols from the 50s and why did people look up to them? Television: Tube of Plenty • Inside the Box: What TV shows did mainstream middle-class families watch? Draw an image to represent this type of show. • Outside the Box: What TV shows did urban ethnic communities watch?What happened to them? Draw an image to represent this type of show. Culture Critics • Outside the box, create and draw a symbol of the beat movement and label it Beats. • Next to the symbol, list at least three characteristics of the beats and beat literature. (If Time) History Alive! Textbook Section 42.3 • Read the subsection “Comic Books Deviate from ‘the American Way.’” Outside the box, create and draw a symbol of a comic book and label it Comic Books. • Next to the symbol, list at least three characteristics of comic books and the movement against them. • Read the subsection “Artists Rebel with Paint.” Outside the box, create and draw a symbol of abstract expressionism and label it Abstract Expressionism. • Next to the symbol, list at least three characteristics of abstract expressionist artists and their art.

  18. Block Day 4/3 & 4/4 • Agenda • Fluency Fact Review Quiz • Finish Inside/Outside the box Activity • The 1950s & 1960s Group Activity (presentations on Friday) • Reminders • Test Review: Lunch 4/15 • Test: Tuesday 4/16 Chapters 26,27,28

  19. Show Commonality: • ___________ , _____________ , and _____________ all demonstrate ____________ in the ____________ period. • Show Contrast: • Although ______________ in the case of ____________, for the most part ______________ as seen in the ______________ and the _____________. • Show Analysis: • ______________, ________________, and ______________ all resulted from _______________ in the ____________________ period. Review Quiz Synthesizer Frames

  20. Suburbia • Inside the box, list four positive characteristics of 1950s’ suburbia • Outside the box, list four reasons why critics did not like suburbia Hail! Hail! Rock ‘n’ Roll • Outside the box: what were American teenagers listening to? • Inside the box: how did mainstream America react? Almost Grown • Outside the box: draw three symbols to represent the changes in American teens during the 1950s Deviance and Delinquency • Who were the teen idols from the 50s and why did people look up to them? Television: Tube of Plenty • Inside the Box: What TV shows did mainstream middle-class families watch? Draw an image to represent this type of show. • Outside the Box: What TV shows did urban ethnic communities watch?What happened to them? Draw an image to represent this type of show. Culture Critics • Outside the box, create and draw a symbol of the beat movement and label it Beats. • Next to the symbol, list at least three characteristics of the beats and beat literature. (If Time) History Alive! Textbook Section 42.3 • Read the subsection “Comic Books Deviate from ‘the American Way.’” Outside the box, create and draw a symbol of a comic book and label it Comic Books. • Next to the symbol, list at least three characteristics of comic books and the movement against them. • Read the subsection “Artists Rebel with Paint.” Outside the box, create and draw a symbol of abstract expressionism and label it Abstract Expressionism. • Next to the symbol, list at least three characteristics of abstract expressionist artists and their art.

  21. The 1950s & 1960s Group Activity: Creating a Newsreel • Work with your group to create a 5 minute newsreel that you will act out in front of class. Your newsreel should highlight the impact of the 1950s & 1960s on your assigned group. It should describe the kinds of opportunities and/or hardships the 1950s and 1960s created for this group of Americans. • Group • The Election of 1960 & The New Frontier (pgs. 994-996, 1020-1021) • Kennedy’s Foreign Policy (pgs. 996-999) • Post WWII Segregation (pgs 1010-1013) • School Desegregation (pgs 1013-1016) • Nonviolent Resistance (pgs 1016-1020) • Resistance to Change (1020-1026) • Civil Rights on a National Stage (pgs 1026-1029) • Voting Rights (Pgs 1029-1031, 1033-1035)

  22. The 1960s Group Activity: Creating a Newsreel • Step 1: Read your notes from the section in Chapters 27 & 28 for the topic assigned to you. • Step 2: Brainstorm ideas for your 5 minute newsreel. It must include: • Examples of at least 4 opportunities or hardships experienced by the group during the 1960s • Any bolded words in your reading section • The following 3 roles: • Anchor person – introduces the story and closes it • Reporter who conducts a “live” broadcast on location • A person from your topic group who has been directly affected and is interviewed by the reporter • At least one of the following: poster, chart, propaganda, graphs, props, music, etc. • Step 3: Write the script for your newsreel. The producer should review the script. Each person must have their own copy of the script or can perform the lines without a script. • Step 4: The Producer should facilitate the group in rehearsing the newsreel. As you rehearse, the Producer should make sure that: • Everyone is actively involved • Everyone speaks loudly and clearly • The group of Americans is identified at the beginning of the newsreel • All props or visuals are located and/or completed

  23. Friday 4/5/13 • Agenda • Notebook Check • Continue work on Newsreels • Reminders • CALENDAR CHANGE!! • Test Moved to Tuesday 4/23, Chapters 26, 27, 28, & 29 • Test Review, Monday at lunch, 4/22 • Shift reading Notes accordingly. • Final Exam, Monday 5/13 • AP Exam, Wednesday 5/15

  24. Check #7 Notes Range 5th Period • Dates: March 11th – April 5th • Page #s 894-1042 • Total Assignments: 19 6th Period: • Dates: March 11th – April 5th • Page #s 894-1042 • Total Assignments: 19

  25. The 1950s & 1960s Group Activity: Creating a Newsreel • Work with your group to create a 5 minute newsreel that you will act out in front of class. Your newsreel should highlight the impact of the 1950s & 1960s on your assigned group. It should describe the kinds of opportunities and/or hardships the 1950s and 1960s created for this group of Americans. • Group • The Election of 1960 & The New Frontier (pgs. 994-996, 1020-1021) • Kennedy’s Foreign Policy (pgs. 996-999) • Post WWII Segregation (pgs 1010-1013) • School Desegregation (pgs 1013-1016) • Nonviolent Resistance (pgs 1016-1020) • Resistance to Change (1020-1026) • Civil Rights on a National Stage (pgs 1026-1029) • Voting Rights (Pgs 1029-1031, 1033-1035)

  26. The 1960s Group Activity: Creating a Newsreel • Step 1: Read your notes from the section in Chapters 27 & 28 for the topic assigned to you. • Step 2: Brainstorm ideas for your 5 minute newsreel. It must include: • Examples of at least 4 opportunities or hardships experienced by the group during the 1960s • Any bolded words in your reading section • The following 3 roles: • Anchor person – introduces the story and closes it • Reporter who conducts a “live” broadcast on location • A person from your topic group who has been directly affected and is interviewed by the reporter • At least one of the following: poster, chart, propaganda, graphs, props, music, etc. • Step 3: Write the script for your newsreel. The producer should review the script. Each person must have their own copy of the script or can perform the lines without a script. • Step 4: The Producer should facilitate the group in rehearsing the newsreel. As you rehearse, the Producer should make sure that: • Everyone is actively involved • Everyone speaks loudly and clearly • The group of Americans is identified at the beginning of the newsreel • All props or visuals are located and/or completed

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