Lesson Title Life in the 1950s Teacher Grade Level 5th Duration of Lesson Lesson Topic Mass media and consumerism in American during the Cold War SC Standards and Indicators Standard 5-5: The student will demonstrate an understanding of the social, economic, and political events that influenced the United States during the Cold War era. 5-5.2 Summarize the social, cultural, and economic developments that took place in the United States during the Cold War, including consumerism, mass media, the growth of the suburbs, expanding educational opportunities, new technologies, the expanding job market and service industries, and changing opportunities for women in the workforce. Common Core Strategy(ies) addressed Craft and Structure – Grades 3-5 #4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a #5 : Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts. Academic Vocabulary Consumer Production Prosperity Mass media Suburbia Advertisement Lesson Materials -“Life in the 1950s” Smartboard lesson -Senteo clickers -Modern mass media advertisements -Double Bubble Thinking Map template http://freeology.com/wp-content/files/doublebubble.pdf

Content Narrative The impact of cultural developments in the United States following World War II was the result of returning prosperity and returning soldiers. When the (What is the background information that needs to be Cold War ended, many women returned home from the work they had been doing for the war effort and became homemakers and consumers. American taught to understand the context of the lesson? Be sure to include necessary citations) factories were able to switch their production back to consumer goods. War time workers had money to spend and products that had not been available during the war, such as automobiles, were in high demand. The resulting post-war prosperity allowed many people to spend money on new American products. Soldiers returning from the war married and started families and wanted to buy new homes. A trend in home building, the development of the suburbs, was made possible by the even greater availability of the automobile and is most often associated with the 1950s. Large tracts of land, located on the outskirts of town, were bought by developers. The land was then divided into hundreds of plots on which new houses were built. Americans began to leave the cities in which they worked to buy new homes in these new suburban developments and commute to work. A new highway system to link major metropolitan cities increased suburbanization.

Mass media, the widespread availability of radios, movies, and the new medium of television, helped to spread popular culture, or pop culture, to urban, suburban and rural communities throughout the United States. Radio spread the new Rock and Roll music. Increasingly, television became the center of American family entertainment. Advertisers used the new medium to spread their message and soon everyone wanted the same goods, including, Slinkies, cap guns, coonskin hats, Barbie dolls and hoola hoops. South Carolina State Department of Education Social Studies Support Documents.

Lesson Set

Content Objective(s) The students will compare and contrast the use of mass media of the 1950s to today’s mass media. Literacy -Compare and contrast the overall structure of two or more media Objective(s) sources.

-Determine the meaning of domain-specific and academic words based on context clues.

Lesson Importance This lesson helps students understand the post-World War II period was dominated by a power conflict that pitted former allies against each other over economic and political differences. This Cold War affected all aspects of American life at home and abroad. Connections to prior In 3rd grade the student will be able to summarize the social and and future learning economic impact of World War II and the Cold War on South Carolina. (3-5.4)

In 8th grade, student ill compare the social and economic impact of World War II and the Cold War on South Carolina with its impact on the rest of the United States, including the emergence of the consumer culture; the expanding urbanization, highway construction, tourism, and economic development. (8-7.1) Anticipatory Set/ The teacher will ask the students, “Think about what happened to our Hook (Engage) economy after World War I (Roaring 20s and then the Great Depression). Do you think it will be the same after World War II? Why or why not?”

Skill Development Initial “explain” portion of the lesson. Introduce vocabulary, explain/demonstrate/model the skill required for the literacy objective, introduce content components. The content portion is only a brief introduction; the bulk of the student learning will take place during the guided practice activity. Introduce content The teacher will display sentences with the vocabulary words. The components student will write a definition of the vocabulary word based on context clues of the sentences. (see slide 2 of “Life in the 1950s” Smartboard lesson) “I do” The teacher will present the “Life in the 1950s” Smartboard lesson. (see Skill from objective slides 3-7) introduce/explain/model The teacher will pass out “Life in the 1950s” fill-in-the-blank notes template.

Guided Practice This is the inquiry portion of the lesson, student-centered & often cooperative learning strategies used, teacher acting as facilitator, also known as Explore. “We do” The teacher and student will complete the notes template using the “Life in Activity Description the 1950s” Smartboard lesson. (see slides 3-7) Include student “explore” components and opportunities for them to explain their learning.

Checking for The teacher will ask the students, “What type of strategies do the Understanding-“Inf advertisements use to gain the consumers’ attention?” (i.e. images, ormal” Assessment fonts, amount of type)

Closure Teacher will re-visit content and answer students’ questions developed during the Guided Practice component. Summarize the lesson, clarify content, and revisit content and common core strategies. Content Solidified The teacher will review the partial notes answers with students.

The teacher will use the partial notes answer key to review with class.

Independent Practice “You Do” The teacher will pass out various modern advertisements for a product invented during the 1950s era (i.e. washing machine, dishwasher, television, automobile).

The student will create a double bubble thinking map and compare and contrast the 1950s advertisement and the matching modern advertisement.

The student will then create their own advertisement poster for their choice of “new” technology in the 1950s.

Summative/ “Formal” Assessment Assessment Students will complete the Senteo quiz at the end of “Life in the 1950s” Smartboard lesson. (see slides 9-14) Differentiation During Lesson If the student is having difficulty writing then the teacher can print out partial notes answer key and have the student highlight the underlined word.

Struggling students can work in partners to complete the thinking map comparison and advertisement poster. Assessment Teacher can reduce the number of possible answers from 4 to 2-3 answer choices. Reflection Lesson Reflection Since I have not reached this indicator and I have not taught this specific (What went well in the lesson it is difficult to write and in depth reflection However, instead of lesson? What might you having the students complete the advertisement comparison with a do differently the next time you teach it? Double Bubble Thinking map I would have the students complete an Evaluate the success of analysis worksheet the lesson)

Materials

Lesson Materials -“Life in the 1950s” Smartboard lesson -Senteo clickers -Modern mass media advertisements -Double Bubble Thinking Map template