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US History. Unit 7, Week 2. Homework for the Week. Monday 2/4 Video link and questions: Watch the following video link: http://www.youtube.com/watch?v=IKqXu-5jw60 Read the following pages: 523-525 Respond to the following Questions Evaluate the effectiveness of the video

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US History

Unit 7, Week 2


Homework for the Week

  • Monday 2/4

    • Video link and questions:

      • Watch the following video link: http://www.youtube.com/watch?v=IKqXu-5jw60

      • Read the following pages: 523-525

      • Respond to the following Questions

        • Evaluate the effectiveness of the video

        • If you were a business owner, how could you use the Atomic Age trend to market a new product?

        • Was the FCDA justified in making a “preparedness” campaign in order to ensure the safety of the American people or was it simply a scare tactic to maintain conformity? Thesis statement

  • Block Day 2/5 & 2/6

    • Cornell Notes, pgs 558-561

    • Instead of an analysis at the end, create a thesis statement responding to the following prompt: Identify the reasons while poverty still persisted in the age of affluence.

  • Thursday 2/7

    • Catch up on missing HW. Unit Test on Tues, 2/12

  • Friday 2/8

    • Put together your notes checklist

    • Study vocab


Monday 2/4

  • Agenda

    • HOT ROC

    • Homework check

    • HOT ROC: Dot Game

    • New Vocab: McCarthyism and service sector

  • Reminders

    • Test corrections Tuesday and Wednesday at lunch


HOT ROC

  • Read the 2 explanations of the US in Guatemala and highlight key phrases in the readings.


Homework Check

  • Pgs. 510-513

  • Was US intervention and covert action overseas justified?

  • Additional questions

    • What is the definition of a Third World country? Give an example

    • Should the US pick and choose which developing countries it aids or should we help everyone?

    • Was it appropriate for the US to intervene in Egypt?

    • Are economic reasons a valid justification for covert actions? Ex. Guatemala.


HOT ROC: The Dot Game

  • Object of the Game:

    • To begin the game, you will receive a slip of paper. Secretly check to see whether the paper is blank or has a red dot. Then hide it in your pocket and do not show it to anyone during the game.

    • Nondots win the game by forming the largest group of students who are all nondots.

    • Dots win the game by being the only dot in a group.

  • Procedure:

    • You can ask others whether they are dots or nondots, but players may not reveal their slips of paper during the game.

    • You do not have to join a group, but you cannot win the game unless you are in a group of at least two people.

    • You can be a part of a group only if that group agrees that you are a member.

    • If you suspect that someone is a dot, report your suspicion to the teacher. He or she will deal with the accusation appropriately.


Dot Game: Communist Hysteria of the 1950s


The Dot Game Analysis: Make historical connections to the dot game from pages 520-522.


Homework

  • Watch the following video link: http://www.youtube.com/watch?v=IKqXu-5jw60

  • Read the following pages: 523-525

  • Respond to the following questions

    • Evaluate the effectiveness of the video

    • If you were a business owner, how could you use the Atomic Age trend to market a new product?

    • Was the FCDA justified in making a “preparedness” campaign in order to ensure the safety of the American people or was it simply a scare tactic to maintain conformity? Thesis Statement


Block Day 2/5 & 2/6

  • Agenda

    • HOT ROC

    • Homework Check

    • Writing Activity

    • Rebelling Against Conformity

    • Video (If time)

  • Homework

    • Cornell Notes, pgs 558-561

    • Instead of an analysis at the end, create a thesis statement responding to the following prompt: Identify the reasons while poverty still persisted in the age of affluence.


HOT ROC

  • Analyze the video: http://www.youtube.com/watch?v=5mGTLrI8rxQ&feature=related

    • What is the message of the video and how does it relate to the 1950s?

    • What is conformity? How is conformity perceived as positive and how can it be perceived as negative?

    • New Vocab: Suburbia


Homework Check

  • Video link and questions:

    • Watch the following video link: http://www.youtube.com/watch?v=IKqXu-5jw60

    • Read the following pages: 523-525

    • Respond to the following Questions

      • Evaluate the effectiveness of the video

      • If you were a business owner, how could you use the Atomic Age trend to market a new product?

      • Was the FCDA justified in making a “preparedness” campaign in order to ensure the safety of the American people or was it simply a scare tactic to maintain conformity?


Writing Instruction

  • Share your thesis with your neighbors

    • Was the FCDA justified in making a “preparedness” campaign in order to ensure the safety of the American people or was it simply a scare tactic to maintain conformity?

  • Share as a class. Discuss organizational categories


Rebelling Against Conformity

  • Necessary Items: Textbooks and you may use colored pencils or pens for this activity.

  • Think about the “Little Boxes” video.


Copy the following diagram onto two facing pages of your notebook.

Outside the Box

Inside the Box


Instructions

  • We will listen to two songs from the 1950s, for each song, complete the following:

    • Identify if it belongs inside the box or outside of the box.

      • Put the name of the song in the appropriate location

    • 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.

  • Song 1: Shake, Rattle, and Roll (1954) *Bill Haley Version

    • http://www.youtube.com/watch?v=Wa4FH9mbDGU

  • Song 2: Summertime Blues (1958)

    • http://www.youtube.com/watch?v=y1uYK8yILTQ


Instructions

Sections 41.1 & 42.2

  • Inside the box, list four positive characteristics of 1950s’ suburbia

  • Outside the box, list four reasons why critics did not like suburbia

    Section 42.3

  • Read the subsection “Beats Defy Convention in Poetry and Literature.” 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.

  • Read the subsection “Rebellious Teens Create a Youth Culture.” Outside the box, create and draw a symbol of the youth culture and label it Youth Culture.

    • Next to the symbol, list at least three characteristics of the youth culture.

  • 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.


Processing

  • Choose one of the options below to answer the Essential Question:

    • How did some Americans rebel against conformity in the 1950s?

  • Write a beat poem.

    • Your poem should be at least eight lines.

  • Write a 1950s rock ’n’ roll song.

    • Your song should have at least three verses.

  • Draw the cover of a comic book.

    • Include a one paragraph written description of how your comic book cover answers the Essential Question.

  • Create an abstract piece of art.

    • Include a one paragraph written description of how your art answers the Essential Question.


Video (if time allows)

  • 1953-1960 Happy Daze

    • Part 1: http://www.youtube.com/user/CenturyAmericasTime#p/u/26/xRShq4Bht7E

    • Part 2: http://www.youtube.com/user/CenturyAmericasTime#p/u/27/Xa4DNqsKmFs

    • Part 3: http://www.youtube.com/user/CenturyAmericasTime#p/u/28/x7CHzsv23rE


Thursday 2/7

  • Agenda

    • HOT ROC

    • Homework Check

    • 1950s group activity: Peace, Prosperity, and Progress.

  • Homework:

    • Catch up on missing HW. Unit 7 test on Tues, 2/12.


HOT ROC

  • You will follow along to a simple instructional guideline on the following slides. As you do, make note of what the instructions demonstrate about gender roles of the 1950s.

  • Refrain from commentary, we will discuss your opinions afterwards.


The Good Wife's GuideFrom a 1950’s Home Economics high school textbook

  • Have dinner ready. Plan ahead, even the night before, to have a delicious meal ready on time for his return. This is a way of letting him know that you have be thinking about him and are concerned about his needs. Most men are hungry when they get home and the prospect of a good meal is part of the warm welcome needed.

  • Prepare yourself. Take 15 minutes to rest so you'll be refreshed when he arrives. Touch up your make-up, put a ribbon in your hair and be fresh-looking. He has just been with a lot of work-weary people.


  • Be happy and a little more interesting for him. His boring day may need a lift and one of your duties is to provide it.

  • Clear away the clutter. Make one last trip through the main part of the house just before your husband arrives. Run a dust cloth over the tables.

  • During the cooler months of the year you should prepare and light a fire for him to unwind by. Your husband will feel he has reached a haven of rest and order, and it will give you a lift too. After all, catering to his comfort will provide you with immense personal satisfaction.

  • Minimize all noise. At the time of his arrival, eliminate all noise of the washer, dryer or vacuum. Encourage the children to be quiet.

  • Be happy to see him.


Homework Check

  • Cornell Notes, pgs558-561

    • What is the poverty line?

    • Who are the working poor?

    • How were the poor often “invisible”?

    • What was the intention of urban renewal? What actually happened?

    • How did agribusiness hurt small farmers?

    • What was the termination policy?

  • We will spend more time on the issue of poverty in America on Friday.

    • Instead of an analysis at the end, create a thesis statement responding to the following prompt: Identify the reasons while poverty still persisted in the age of affluence.


Station Activity: Chapter 41, Peace, Prosperity, and Progress

  • Distribute worksheet

  • You will be divided into six stations. Follow the directions on your worksheet for each station.

  • After 5 minutes, you will rotate to the left to another station.

  • We will debrief at the end of class (or Friday).


Station 1: 41.2 Postwar Politics: Readjustments and Challenges

  • Read the following article: http://countrystudies.us/united-states/history-115.htm

  • What were the goals of Truman’s Fair Deal?

    • What worked?

    • What didn’t?

  • Look at pg. 534 in the textbook. How was the Taft-Hartley Act an attempt to stop the progressive reforms of the Fair Deal?


Station 2: 41.3, Economic Growth Creates an Age of Affluence

  • How are each of the following items examples of encouraging consumption?

    • Advertisement: http://www.youtube.com/watch?v=m7t9YlMxWoE

    • Buy Now, Pay Later: http://books.google.com/books?id=pt-o5xnJXvkC&pg=PA6&lpg=PA6&dq=credit+card+1950s&source=bl&ots=bsrz0rhjds&sig=Rz6wOPPxq1VRfn2iPUIAVuzTM4E&hl=en&sa=X&ei=IjIMUZWKMqS2iwLCl4GwBg&ved=0CJQBEOgBMA0#v=onepage&q=credit%20card%201950s&f=false

    • Planned Obsolescence: http://pactlab-dev.spcomm.uiuc.edu/drupal/2011cmn280/node/8954

  • Blue Collar & White Collar

    • Read the section on page 539 titled “The Workforce Shifts from Blue- to White-Collar Jobs”

      • Why did the shift take place?

      • What is an example of a blue-collar job?

      • What is an example of a white-collar job?


Station 3: 41.4 Marriage, Families, & a Baby Boom

  • Watch the following video clip: http://www.youtube.com/watch?v=wT_A9PFOY18

    • What was life like for the middle class?

    • What was the “baby boom”

    • What was the expectation for middle class women?

    • *If time: http://www.youtube.com/watch?v=D-I-sYNuLq0


Station 4: 41.5 Population Shifts to Suburbs and Sunbelt States

  • Analyze the images provided

  • Why was there a shift from the “Rust Belt” to the “Sunbelt” in the 1950s?

  • Why are the regions of the US called the “Sunbelt” and “Rustbelt”?

  • Use page 543 for help (if necessary)


Station 4: 41.5 Population Shifts to Suburbs and Sunbelt States


Station 4: 41.5 Population Shifts to Suburbs and Sunbelt States


Station 4: 41.5 Population Shifts to Suburbs and Sunbelt States


Station 5: 41.6 The Triumph of the Automobile

  • Watch the following video clip: http://www.youtube.com/watch?v=W7-m3FEm5VA

  • What are three reasons for the emergence of a “car culture” in the 1950s.

  • What did they look like?

  • How was owning a car a status symbol?

  • How did President Eisenhower justify the Interstate Highway Act?

  • What types of activities and job opportunities became possible as a result of the car?


Station 6: 41.7, Technological Advances Transform Everyday Life

  • Use the images provided and the following links to respond to the questions:

  • Link 1:http://www.ehow.com/info_8086895_medical-discoveries-1950s.html

  • Link 2: http://cr.middlebury.edu/es/altenergylife/nuclear.htm

  • How did technological advancements change life for the American people? Give three specific examples.


Station 6: 41.7, Technological Advances Transform Everyday Life


Station 6: 41.7, Technological Advances Transform Everyday Life


Friday 2/8

  • Agenda

    • HOT ROC

    • Poverty in America Lesson Plan

  • Homework

    • Study vocab

  • Reminder

    • Vocab Quiz on Monday

    • Test: Friday 2/15


HOT ROC

  • Share your future plans (Homework from last night)

    • Reflection: What do you want to do as a career in the future? How will you accomplish your career goal? Draft a plan for the next 10 years of your life.

  • What resources will you need to help you accomplish your goals?

  • What resources are available to you simply because you live in Mountain View or Los Altos?

  • New Vocab: Inner City


Lesson Plan Activity: How would you teach Ch. 43?

Objective: Draft a PowerPoint presentation that would help students to understand and remember the key ideas from Ch. 43.

  • Step 1 - Break up into groups of 3-5 people

  • Step 2 – Reviewing the content.

    • What is a good way to categorize the information in this chapter?

    • Do you want to divide up the information the way it has been done in the textbook or can you come up with a better way to sort the information?

    • Make notes on the key information from the chapter and how you’d put this onto a slide.

  • Step 3 - Create a HOT ROC that goes with your content. It can be a question or an activity.

  • Step 4 - Sketch out what layout and graphics you’d want to use. Keep in mind that there are lots of different ways to do a slide layout (ex. You can include graphic organizers or photos)

    • Slide 1 – HOT ROC

    • Slide 2-4 Key information from the chapter

    • Slide 5 (and 6) - What activity can help students engage with the content? (compare/contrast, cause and effect, connect to prior knowledge, simulation)

    • Would you want to add a video clip? What would an ideal video clip be? What pictures would you include?


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