Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Jack Vander Sluis Date 23 April 2014 Subject/ Topic/ Theme Grade _11_______________ I. Objectives How does this lesson connect to the unit plan?
In order to understand the different changes that occurred in American society during the 1950s, students must first get a base for where these changes came from. What conditions led to the changes we saw? What were the specific policy changes? Etc. This lesson is also designed to give an outline of presidential races and agendas of the 1950s.

U.S. History/ Post-WWII America/Politics and Policy

Learners will be able to:

Identify the domestic problems (economic, social, family, political) that came about after WWII Analyze and evaluate how societal problems/conflicts are brought about and resolved Analyze and evaluate political issues and how they played into Truman and Eisenhowers presidency

cognitiveR U Ap An E C*

physical development

socioemotional

R, U A, E A, E

Common Core standards (or GLCEs if not available in Common Core) addressed: 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. K1.10 Understand signicant concepts, generalizations, principles, and theories of civics as a discipline. P2.1 Understand the scientic method of inquiry to investigate social scientic and historical problems.
(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 have to be familiar with steps of successful problem solving.

Pre-assessment (for learning): Formative (for learning):

Outline assessment activities (applicable to this lesson)

Students self assess understanding of key concepts through group discussion

Formative (as learning):

I assess students based on their involvement in discussions Summative (of learning): I assess the students ability to analyze how problems came about after WWII ended and how they were solved by grading their groups assignments.
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible 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 Students have the opportunity to focus in on a particular issue that interests them. Provide options for expression and communication- increase medium of expression Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

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

Students will learn through lecture, discussion, and group work

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

Students communicate via class discussion and small group work

Students are challenged to analyze a particular issue and discuss how it was resolved in order to create deeper understanding of the issue.

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Provide options for comprehensionactivate, apply & highlight

Students communicate comprehension through discussion and group work

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

Short term: identify issues and changes to society in the 1950s Long term: Analyze and evaluate how issues are solved in society.

Students are able to gauge their learning though discussion

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

Students will need their laptops

Desks will be put together in groups of 3 or 4 How will your classroom be set up for this lesson? III. The Plan Time 2 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. Intro: The 1950s were a time of booming Actively listen and engage economy and drastic changes in how life was lived in America. During this unit we will look at the make up of these changes in lifestyle, referred to as The American Dream, we will look at the positive and negative effects that these changes brought, we will look at how pop culture influence how people lived and how it was also used in different ways than ever before in our countrys history, and finally you will complete a project that will capture a portrait of what this time in America looked like. Before any of that can happen you need to have a basis for understanding. Today we are going to look at the political changes, policy changes, and general reform that took place immediately following the war and eventually continued through out the 50s.

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

People returning home from WWII wanted a return to normalcy, they wanted to forget the nightmare they had just experienced and they wanted to move on. There were a lot of changes that took place while they had been gone. And this immerging conflict was inevitably going to cause problems. Lets take a look at what America looked like prior to the war, the changes that took place during the war, and finally we will look at what changes took place in order to address these conflicts. Explain the situation that the country was in before WWII began: What the main industries were, who was working in them, where people lived, the size of families, the roles of individuals in families, racial issues, etc. (powerpoint) Explain the situation that the country was in just prior to the end of WWII: What the main industries were, who was working in them, where people lived, the size of families, the roles of individuals in families, racial issues, etc. (powerpoint) Explain and discuss the differences between the two situations and evaluate students understanding of what conflicts may have emerged and where their roots came from. GI Bill: Explain the GI Bill (1944, unemployment, education, loans) and who helped (returning veterans, young families, the American economy, etc.) Housing Crisis: Briefly talk about housing crisis and Levittowns. Tie it all into the GI Bill (we will go into detail about how this was resolved in the next lesson) Redefining the Family: Like we discussed, prior to WWII men were primarily the bread winners in the family, in fact, only 12 million women were employed, however, during WWII women took many of the jobs that men had once held and there were now 18 million women in the work force, of which about 3 million were strictly for the war effort. Although the high paying jobs were still controlled by men, blue-collar jobs, which made up the majority of the work force, were taken over by women trying to provide for their family and gain economic independence. Discuss why women might want to hold onto their positions and why (economic independence, providing for others, selfworth, etc.) Bring up their relationship with their parents and how they do have a genuine relationship, but ultimately their parents have control over them because

Actively listen and engage

Discuss differences between American society prior to WWII and during; addressing what conflicts might present themselves and where specifically they come from. Actively listen and engage

Discuss what it means to be independent, and why women might have wanted to hold onto their positions that they took up during the war

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they are the ones who provide for them. Economic Readjustment: After the WWII, the U.S. converted from a wartime economy to a peacetime economy. 38 billion dollars in wartime contracts were removed. What were major industries that were removed? Remarkable Recovery: Although many economists forecast a deep depression, this did not happen. Explain why (built up saving and a strong desire to consume goods that werent readily available before. Harry Truman became president very

Discuss possible wartime industries that were no longer available.

Actively listen and engage

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abruptly when Franklin Roosevelt died in 1945 and despite a lack of preparation; he was viewed as an honorable, down-toearth, self-confident man. Strikes: facing higher prices and lower wages, 4.5 million workers went on strike. Truman threatened workers with government take overs, etc. and they eventually gave in, but with rising inflation and shortages of good, along with the strikes, Americans patience was wearing thin and as a result Republicans took over the Senate and the House of Representatives. Civil Rights: In 1946 Truman asked for equality of opportunity for all human beings. He tried to pass measures that included a federal antilynching law, a ban on poll tax, and a permanent civil rights commission, but congress refused to pass these into action. Explain Jackie Robinsons role in civil rights (more viewers and followers than ever before). Explain the Supreme Courts involvement with racial issues (i.e. lower courts cant overrule them with things like a ban on African Americans in residential neighborhoods) and how this is the beginning of a long battle with racial issues still around today. Explain how after a stunning upset in the 1948 election, Truman held on to the presidency and came up with The Fair Deal which after all was said and done raised minimum wage, increased welfare programs (i.e. housing), and extended social security. In 1952 Eisenhower won election with his running mate Richard Nixon by approaching government with Modern Republicanism or in other words, he called for government to be conservative when it comes to money and liberal when it comes to human beings. Explain how Eisenhower avoided many controversial issues (Rosa Parks, Brown vs. The Board of Education, etc.) but some issues had to be addressed. He did so by following in line with much of what Truman was trying to accomplish (He raised minimum wage, increased funding for public housing, backed the creation of interstate highways, the department of health, education, and welfare). His popularity soared and he won reelection in 1956.

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In small groups: Choose one of In small groups complete the the issues we discussed assignment (returning veterans, economic changes, family tension, civil Closure rights), create a Google doc and (conclusion, summarize what the issue is, why culmination, it was an issue after the return wrap-up) from WWII, and how it was addressed. 1 This was a time in America when Actively listen and engage a lot of changes took place that are still very prevalent in our society today. Using today as a base, we will continue to look at these changes in much more detail. 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 dont like creating lessons such as this one, that are forced to include a lot of information due to standard requirements, the amount of history that has to be covered through out the year, and the time allotted for each class. I think that with students this age, less is often more, so with a lesson like this, with so much being covered, I hope that the end of class assignment will allow for students to dig deeper into a specific issue to gain the sort of understanding that I want from them.

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