Lesson Plan (1/22/2024)

Class: U.S. Contemporary Issues

Grade Level: Elective (9-12)
Unit: #6- 1950’s Postwar America (17 days- 3.5 Weeks)
Teacher: Mr. Crigger

Objectives:
Iowa Core Social Studies Standards covered in Unit #6

Priority Standard
Apply Civic Virtues and Democratic Principles (Government)
 SS-Gov.9-12.20. Explain the significance of civic values to a well-functioning
democracy including concepts such as conviction vs. compromise, majority rule vs.
minority rights, state interests vs. individual interests, rights vs. responsibilities, and other
related topics. (21st century skills)

Support Standard (Literacy Standard)

 RH.12-12.7. Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.

Essential Question:
 What were the 1950’s like?

Anticipatory Set (10 min.):

 Begin class with a quiz about the famous people that were presented to them
in the slideshow from our previous class.
o Put all things away, they just need a pencil for this. (Paper quiz)
o When finished, turn it in at the front of the classroom on the table and
go back to your seat and find something to do quietly as others finish.
Teaching Activities:
 Introduce the power standard for unit #6 (10 min):
o SS-Gov.9-12.20. Explain the significance of civic values to a well-
functioning democracy including concepts such as conviction vs.
compromise, majority rule vs. minority rights, state interests vs.
individual interests, rights vs. responsibilities, and other related topics.
(21st century skills)
 Civic Values include:
 Social Relationships:
o Through solidarity, people establish social relationships,
provide support and help in a difficult time. Solidarity
generates more acts of support for the future, strengthens
relationships and friendships.
 Responsibility:
o The responsibilities of citizenship include both private and
public responsibilities. Each citizen is responsible for
taking care of oneself and one’s family and for showing
consideration for the welfare of others. These
responsibilities are facilitated through the practice of
private civic values such as courage, initiative, industry,
justice, integrity, moderation, perseverance, and respect that
help ensure the happiness of society.
 Respect
o Respect is a primordial civic value. People must accept the
similarities and differences they have with others, whether
in opinions, beliefs, ways of acting and so on.
 Humility
o Humility is a civic value that invites generates the ability to
accept oneself and others as they are and without
distinctions. It is a way to learn from mistakes and
successes, to seek common benefit. It does not seek the
interest and attention of others.
 Justice
o Citizens exhibit integrity by being true to their word and
following through on their promises. Refusing to
compromise one’s values can also be a sign of integrity.
 Equality
 o Various individuals and documents in American history
have asserted that all persons are created equal and have the
same natural rights. For example, the Declaration of
Independence declared that “all men are created equal” and
are endowed by their Creator with certain unalienable
rights including life, liberty, and the pursuit of happiness.
 Cooperation
o Value that implies the willingness to cooperate and provide
help or support during the development of an activity. It is a
gesture of respect, help and kindness.

 Show the students a video representing the history of this decade. (15
min)
o Snapshot: The Decades: 1950’s (9:25 min.)
 https://www.youtube.com/watch?v=gmgHezfGq7U
o Let the students know they need to take notes as they watch.
 I want 1-2 important things from the video.
 I want 1-2 questions to ask after the video is done so we can
recap.
 Great Transition into a short class discussion after the
video.
Closure (10 mins):
 Let the students know that at points during this unit, more sporadically), I
will be playing music that shows the civic values of the time during the
1950s.
 Let the students know that for tomorrow (1/23), we will be diving into civic
values and what they are. Students will pair up and read an article to become
acclimated to the idea of civic values.
o Here is the link: https://definitionandconcept.blogspot.com/2020/09/meaning-of-
civic-values-what-are-they.html. Give them a preview of what to do when they go
to this link.

Independent Practice (As they head out the door):

 Let the students know that they can do their own research on the 1950s,
whether that be watching videos, listening to music, etc. This is a very
 interesting unit. If you are confused about what we are going to be doing, let
them know that there are links to help them on Classroom.

Assessment:
 The summative assessment to this unit will cover How did civic values play
a role in the life of everyday United States citizens in the 1950s? This is an
important lesson to get them familiar with what the civic values of the 1950s
were like.

Materials:
 Computer, writing utensil, notebook.

Duration:
 46 minutes