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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

USHAP

Unit 9 Week 3


Monday 4 1 13
Monday 4/1/13

  • Agenda

    • The 1950s Pro Con Activity

  • Reminders

    • Test Review: Lunch 4/15

    • Test: Tuesday 4/16 Chapters 26,27,28



The eisenhower presidency
The Eisenhower Presidency growing discontent?

  • 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


Subsidizing prosperity
Subsidizing Prosperity growing discontent?

  • 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


Suburban life
Suburban Life growing discontent?

  • 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


Organized labor and the afl cio
Organized Labor and the AFL-CIO growing discontent?

  • Merger of the AFL-CIO

    • http://www.youtube.com/watch?v=JRy0gGKTiN8

  • Landrum Griffin Act


Lonely crowds and organization men
Lonely Crowds and Organization Men growing discontent?

  • The “other-directed” man

  • Organization Man


Health and medicine
Health and Medicine growing discontent?

  • Improvements in medical care

  • AMA’s criticism of “socialized medicine”

    • http://www.youtube.com/watch?v=4bNZ6GG0BH0


Tuesday 4 2 13
Tuesday 4/2/13 growing discontent?

  • Agenda

    • Finish yesterday’s Activity

    • Youth Culture

  • Reminders

    • Test Review: Lunch 4/15

    • Test: Tuesday 4/16 Chapters 26,27,28


Suburban life1
Suburban Life growing discontent?

  • 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


Organized labor and the afl cio1
Organized Labor and the AFL-CIO growing discontent?

  • Merger of the AFL-CIO

    • http://www.youtube.com/watch?v=JRy0gGKTiN8

  • Landrum Griffin Act


Lonely crowds and organization men1
Lonely Crowds and Organization Men growing discontent?

  • The “other-directed” man

  • Organization Man


Health and medicine1
Health and Medicine growing discontent?

  • Improvements in medical care

  • AMA’s criticism of “socialized medicine”

    • http://www.youtube.com/watch?v=4bNZ6GG0BH0


Youth Culture: Rebelling Against Conformity growing discontent?*Copy the following diagram onto a page of your notebook or on a piece of printer paper.

Outside the Box

Inside the Box


Instructions
Instructions growing discontent?

  • 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


Suburbia growing discontent?

  • 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.


Block day 4 3 4 4
Block Day 4/3 & 4/4 growing discontent?

  • 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


Review quiz synthesizer frames

  • Show Commonality: growing discontent?

    • ___________ , _____________ , 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


Suburbia growing discontent?

  • 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.


The 1950s 1960s group activity creating a newsreel
The 1950s & 1960s Group Activity: Creating growing discontent?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)


The 1960s group activity creating a newsreel
The 1960s Group Activity: Creating growing discontent?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


Friday 4 5 13
Friday 4/5/13 growing discontent?

  • 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


Check 7 notes range
Check growing discontent?#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


The 1950s 1960s group activity creating a newsreel1
The 1950s & 1960s Group Activity: Creating growing discontent?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)


The 1960s group activity creating a newsreel1
The 1960s Group Activity: Creating growing discontent?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