Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Jack Vander Sluis Date 28 April 2014 Grade ___11_________ Subject/ Topic/ Theme U.S. History/ Post-WWII America/ Pop Culture!

I. Objectives How does this lesson connect to the unit plan?

Pop culture heavily influenced American society in the 1950s. By examining different formats of Pop Culture (radio, television, movies, music, etc.) you gain a greater understanding of social and political issues of the 1950s as well as a better understanding of how pop culture defined stereotypes and formed peoples opinion of people, ideals, and social issues.

Learners will be able to:

Identify changes in mass media in the 1950s Analyze and evaluate how mass media broadcasts agendas Analyze and evaluate teenagers role in pop culture Understand the role of advertising in the 1950s Analyze and evaluate the role of pop culture in society

cognitiveR U Ap An E C*

physical development

socioemotional

R, U An, E An, E An, U An, E

Common Core standards (or GLCEs if not available in Common Core) addressed: 8.2.4 Domestic Conicts and Tensions, K1.6 Analyze events and circumstances from the vantage point of others, K1.7 Understand social problems, social structures, institutions, class, groups, and interaction, K1.8 Apply social studies concepts to better understand major current local, national, and world events, issues, and problems, K1.9 Integrate concepts from at least two different social studies disciplines.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

Students will need to be aware of political and social issues in the U.S. during the 1950s

Pre-assessment (for learning): Using Poll Everywhere, assess students understanding of how news is given to the public

Outline assessment activities (applicable to this lesson)

Formative (for learning): Students self assess through group discussions Formative (as learning): I assess students understanding of concepts through discussion Summative (of learning):

Assess students based off of their paragraph on teenagers and their role in pop culture
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Students will learn from lecture, video, discussion, and readings Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Multiple mediums: Video, Poll Everywhere readings, and lecture

Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

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Provide options for comprehensionactivate, apply & highlight

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

Short term: Understand and Students will be able to selfchanges in pop culture in the assess while discussing what 1950s they already know and what Long term: Relate changes to they learned from the lecture their own lives, understand the role of pop culture in society Students need their laptops Students need their cell phones I need my powerpoint I need my online resources (on powerpoint) that show examples of pop culure

Desks will be set up in groups of 3 and 4 How will your classroom be set up for this lesson? III. The Plan Time 3 Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Polls Everywhere: Have students vote on Vote using cell phones where they get their political, world, U.S., local, and other news (television, internet news sources, paper news sources, social media, radio) Explain how mass media (means of Actively listen and engage communication that reach large audiences) has evolved and continues to evolve. Go over how prior to the 1950s mass media was essentially limited to word of mouth, newspaper, and radio.

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4 Development (the largest component or main body of the lesson)

1 2 5 5 1

5 1

New Era: Compared to other mass media available prior to the 1950s, television developed very quickly. By 1950, 9 percent of American homes had televisions, by 1954 it was 55 percent, and by 1960 about 90 percent of homes had televisions. TVs were now the source for entertainment and information. Rise of TV: Explain what TVs looked like (small boxes) and where people purchased them (new malls). As we have discussed TVs went from hardly relevant to the main source of news and in home entertainment in a matter of years. TVs were small, all black and white, and hard to come by; but with the development of micro waves broadcasts could travel farther than ever and more and more people were connected. FCC: By 1956 the Federal Communications Commission, a government agency set up to regulate what was on radio, telegraph, telephone, and TV, had allowed more than 500 new stations to broadcast. Have students list what they watch on TV and compare and contrast the equivalent programs available in the 1950s (news, movies, dramas on TV, childrens programs, etc.) Explain how, like today, different news channels and other TV shows communicate things other than what is being explicitly shown. Discuss with the class as a whole how stereotypes that were expressed through mass media. Discuss how westerns (i.e. James Dean movies) portrayed the American man. Show clip that stereotypes what a 1950s woman was and then discuss what was seen. Show clip that stereotypes minorities in the 1950s and discuss what was seen. Sub-Culture: Although mass media found a wide audience or their portrayals of mostly white popular culture, some people werent so quick to accept what was being presented. This set the stage for a culture of rebellion and counterculture. Have students identify current counterculture icons in todays world. Rock n Roll: Rock n Roll music was the most common from of counterculture in the 1950s with icons emerging like Elvis Presley.

Actively listen and engage

Students list what they watch on TV and discuss as a class what might have been watched in the 1950s Actively listen and engage

Watch clips and discuss what was seen

Actively listen and engage

Come up with examples of counterculture in todays world and discuss the findings Actively listen and engage

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Explain teenagers roles in the 1950s. The word teenager was invented during the 1950s. They had more disposable income then ever before and they also had more opportunity to buy the new products available. Teenagers were going to movies, watching TV, listening to music, and buying new products like comic books, records, and fast food. As a result of this phenomenon, advertisers often targeted teenagers in their commercials, just like they often do today. Play clips of 1950s advertising.

10

Closure (conclusion, culmination, wrap-up)

Like today, teenagers were the targeted audience of much of this pop culture. For tomorrow write a paragraph detailing how teenagers were either engaged with pop culture or targeted by pop culture in the 1950s. Introduce TV Project assignment

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) I like this lesson because high school students are generally very knowledgeable and interested in pop culture. After all, they are the target audience of much of pop culture today and were in the 1950s as well. This lesson also provides a good opportunity to utilize YouTube, another recent development in pop culture, to show specific examples of pop culture in the 1950s that interest the students. It seems to be a light hearted lesson that will keep the students engaged.

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