Purpose: To explore how popular culture including music, movies and television shows of the 1950’s celebrated postwar prosperity, economic growth and portrayed white upper middle class values. To explore how the early 1960’s offered renewed optimism with the election of President John F. Kennedy and his New Frontier. To trace how the 1960’s became the decade of social upheaval with the assassinations of American leaders and the questioning of American values as shown in the rise of new music, fashion and other social changes.

Goals: At the end of this unit students will be able to:

1. explain the creation of the suburbs in response to the baby boom and post war economic growth.
2. identify the values portrayed in American TV shows of the 1950’s.
3. explain the goals of Kennedy’s New Frontier and Johnson’s Great Society.
4. compare and contrast the music of the 1950’s and 1960’s.
5. evaluate if the assassination of President John F. Kennedy was a conspiracy.

Skills: At the end of this unit students will be able to:

1. analyze music and song lyrics
2. write the plot to a television show.

Assessment:

Homework Assignment: Student Response Sheet (40 points)

50’s / 60’s project (25 points)

Class Participation: including handouts, small group projects (20 points)

Quiz on Social Changes of the 50’s and 60’s (50 points)

Homework: Create your own student response sheet for this unit. Due Friday May 2nd. ^{No late work accepted}

The Format: The format for this assignment will be identical to the standard student response sheets that you have received throughout the year. The preference is for it to be typed using a word-processing program with a 2 page minimum and 3 page maximum.

On the right side of the student response sheet there will include a minimum of 15 terms/ ideas /concepts and their importance. On the left side there will be a minimum of 8 prompts (ways to remember the information). For example: thought provoking/ opinion questions, Venn diagrams, dialogues between people, drawings or any other creative way you can think of to help you remember the information.

The Content: The content of this section relates directly to social changes of the 1950’s and 1960’s. You should read the following sections in your textbooks to help you create the student response sheet:

Chapter 17 Section 1 The Postwar Economy pg. 510-515.

Chapter 17 Section 2 The Mood of the 1950’s pg. 518-521.

Chapter 18 Section 1 The New Frontier pg. 540-544.

Chapter 18 Section 2 The Great Society pg. 546-550.

The Purpose: To become familiar with the social changes that occurred between 1950-1969. Changes in American culture are evident through art, music, television, fashion, literature and movies.

The Assignment: Pick one aspect of the 1950’s popular culture (art, music, television, fashion, literature, movies,) and compare that area to 1960’s popular culture. Create a visual representation of the similarities and differences between the time periods. Examples would include: a poster, diagram, report, newspaper, mini-fashion show. You will present your project to the class. You may bring samples of songs, movie clips, TV show clips, fashion, etc. into class as a part of your presentation.

Examples from the 1960’s

Musical Artists of the 1960’s

Bob Dylan Janis Joplin Jefferson Airplane Joan Baez Santana

Credence Clearwater Revival The Beattles The Beach Boys

Motown: Marvin Gaye Gladys Night and the Pips Stevie Wonder

The Supremes The Temptations The Four Tops

The Rolling Stones James Brown Aretha Franklin

The Doors The Grateful Dead Jimmy Hendrix

Television Shows:

The Fugitive Star Trek Batman

The Mod Squad I-Spy The Adams Family

Bonanza The Beverly Hillbillies

Movies:

Psycho Bonnie and Clyde Dr. Zhivago James Bond

The Good, The Bad and The Ugly Midnight Cowboy 2001: A Space Odyssey

Cleopatra Who’s Afraid of Virginia Woolf The Graduate

For Assessment: See below Rubrics for student response sheet and 50’s-60’s project.

Directions: This form is designed to help evaluate student-centered created student response sheet.

5=Excellent 4=very good 3=average 2=needs improvement 1=weak

1. The student response sheet follows correct format i.e. 2-pages minimum/ 3-page maximum.

2. The student response sheet right side has a minimum of 15 terms, ideas or concepts relevant to the topic.

3. The terms are well explained in student's own words not copied straight from the book

4. The student response sheet left side has a minimum of 8 prompts used to help you remember information.

5. The prompts are relevant to the terms on the right side and are thoughtful.

6.The student response sheet shows creativity and represents individuals full potential.

7. The student response sheet uses proper spelling and grammar.

8. The student response sheet demonstrates that the student has an understanding of the topics.

Directions: This form is designed to help evaluate student-centered created visual representations and presentations.

5=Excellent 4=very good 3=average 2=needs improvement 1=weak

1. The visual representation contained appropriate items and information.
2. The visual representation is neat and appealing.
3. The visual representation accurately portrayed social changes of the 50’s and 60’s.
4. The visual representation shows creativity and represents individuals full potential.
5. The presentation indicates an understanding of the topic.

Homework/ Notebook Collection and Quiz on Friday May 2, 2003.