Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Jack Vander Sluis Date 24 April 2014 Subject/ Topic/ Theme Post-WWII America: The American Dream Grade 11

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

My unit is Post-WWII America, which is quite a large chunk of time to work with; so I am focusing on a few of the major themes as well as the major events and people involved. This lesson will bring to light the changes in Americans lives after the war, specifically as it relates to changes in suburbia, structural changes (mobility and the auto industry), and consumerism. My goal is that the students will be able to both understand these themes as they relate to the post-WWII era as well as being able to relate these concepts to todays world.

Learners will be able to:

Identify unique American values and opportunities as a result of the post-WWII era compared to the rest of the world. Identify changes in the way Americans viewed housing, mobility, consumerism, and what a life with leisure meant after WWII Articulate correlation between where the United States was (mentally, economically, etc.) after WWII and why housing, mobility, consumerism, and a life with leisure took off with the American public. Identify how specific, newly introduced products changed peoples lives after WWII Relate teenagers lives in the 1950s to their own lives Analyze and evaluate how mobility and consumerism affects personal well-being Analyze and evaluate how a countrys economy (GNP, Unemployment, etc.) and how they relate to that countrys well-being (economically and socially) Relate changes in the way of life (of the ones we go over in class) after WWII to the way our country is today.

cognitiveR U Ap An E C*

physical development

socio-emotional

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

U, An, E

Common Core standards (or GLCEs if not available in Common Core) addressed: 8.2.1 Demographic Changes, 8.2.3 Comparing Domestic Policies, 8.2.4 Domestic Conicts and Tensions, 9.1.1 Economic Changes, 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.

A general ability to compare, contrast, and analyze information to find correlations Ability to read graphs

Pre-assessment (for learning): Warm-up (Poll Everywhere): Ask Kids to pull out their cell phones and vote which they think is most American between Suburbia, Mobility (Cars and Highways), Consumerism, Leisure (vacations, recreation, and entertainment), and availability and variety of employment. Assess how well students understand the uniqueness of each aspect to America compared to the rest of the world based on discussion.

Outline assessment activities (applicable to this lesson)

Formative (as learning): Using Polls Everywhere, allow students to self assess their ability to relate life in the 1950s to their life today Formative (as learning): Students self-assess by discussing material (housing, , consumerism, leisure) in small groups/class discussion Summative (of learning): Graded assessment of written response discussing the effects of materialism

in our country, as it pertains to personal well being. What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do 1-19-13
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 action- increase options for interaction Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats -Relate the Post-WWII events and changes to society to today

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, readings, and lecture

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

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

Provide options for comprehension- activate, apply & highlight

-Discussion and written responses on material

Provide options for selfregulation- expectations, personal skills and strategies, selfassessment & reflection

-Know who, what, and when changes took place -Understand long term effects from changes to our country in the 1950s

Students will be able to selfassess while discussing what they already know and what they learned from the lecture

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

I will need my PowerPoint presentation and online resources (i.e. Poll Everywhere) Each student will need their (or a school provided) laptop, cell phone, and textbook (The Americans) Article on consumerism in todays society

Desks scattered across the room in groups of 4 How will your classroom be set up for this lesson? III. The Plan Time (in minutes) 3 Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Present warm-up exercise and ask the Participate by voting via text students to vote: What do you think
represents American society the most between Suburbia, Mobility (Cars and Highways), Consumerism, and Leisure (vacations, recreation, and entertainment). Assess how well students understand the uniqueness of each aspect to America compared to the rest of the world based on discussion.

Motivation (opening/ introduction/ engagement)

3 3

Ask/call on a few students to share what they voted for and why Drawing from my experience abroad and speaking with foreigners in the U.S., explain how (in general) peoples ideas of America and what (if anything) they envy about America, has roots from changes that took place in our country (structural, economic, social, and political) during the post-WWII era (late 40s/early 50s). Specifically mentioning suburbia, mobility and the auto industry employment, consumerism, and a life of leisure. Show images of each example.

Share what they voted for and why Actively listen and engage

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

1 2

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Suburbia: With the return of all of the veterans and the resulting boom of families across the country, there was a huge demand for houses. Discuss the baby boom and how it relates to the growing demand for larger homes. Explain how the housing crisis was solved by the introduction of the suburbs and specifically with Levittowns. Automobile industry: Relate the loss of the war economy to the demand for new jobs and industries (highways and automobiles). Explain how with jobs being in the city and families living in the suburbs developed a demand for private vehicles. With all of these new cars and drivers, and a demand for more efficient roads, the government saw a great opportunity to overhaul the infrastructure. Using the PowerPoint show specific data. Leisure: During this time Americans had more leisure time than ever before. They also had the opportunity to visit all over the country because of the new found mobility. Go over the new activities that emerged: recreational pursuits like fishing, bowling, hunting, boating, golfing, watching sports, reading more books, cooking, etc. Consumerism: Consumerism took of in the United States in this post-war era. With savings built up over the war, higher wages, more leisure time, and multiple earners within a family; people had more money to spend on goods than ever before. With new industries emerging and producing, there were also more products available to consume than ever before. Advertising exploded during this time, with all of the new goods available and radios and TVs in most households, businesses now had a platform to present their products 24/7. ask how many cell phones they have had in their life. Planned Obsolescence. Besides, advertising, which we will get to in a little bit, planned obsolescence, was introduced into the economy. Definition: In order to encourage more consumerism, products were designed to become obsolete (either broken or outdated). Relate this to phones (specifically apple products). This is when we began to become a very throw away, materialistic society, always needing the newest and greatest version of products. Read the excerpt from the article

Actively listen and engage. Take notes when appropriate. Ask questions when needed.

Respond Actively listen and engage. Take notes when appropriate. Ask questions when needed.

Students read article

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Consumerism and Well-being in Early Adolescence" Assignment: Write a page (double spaced) answering the following questions: Discuss the negative consequences of materialism for todays youth mentioned in this article. Who is being affected and why? What do you agree with or disagree with about what the authors have to say? Upload your paper to Google Docs and be ready to discuss what you wrote tomorrow.

Students work on assignment

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2 Closure (conclusion, culmination, wrap-up)

Consumerism and materialism became key components in Americans lives during post-WWII America. These values, which once seemed very harmless, have transformed our society in ways that were never predicted.

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 a lot. I think that so often the consumerism that developed in our country during the 1950s is looked at as a very positive thing for our country. Economically there is no doubt that is was helpful, but there are lots of things that through out history have been economically beneficial and socially very destructive. I think that the students will really get to challenge their own lives and beliefs after this class. 1-19-13

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