Basic Information
Summary:
The purpose of this lesson is to give students an idea of how the Cold War affected American society during
the 1950s. This lesson is also intended to teach students how to distinguish between primary and secondary
sources.
Grade/Level:
11-12
Time Frame:
Approximately 85 minutes (designed for a block schedule)
Subject(s):
History
Topic(s):
The Cold War
Notes:
Standards and Key Concepts
Standards:
AZ- Arizona Academics Standards
• Subject : Social Studies (2006 Final)
• Subject/ Grade/ Domain : High School
• Strand : Strand 1: American History
• Concept : Concept 9: Postwar United States
Performance Objective : PO 2. Describe aspects of American post-World War II
domestic policy: a. McCarthyism b. Civil Rights (e.g., Birmingham, 1964 Civil Rights Act,
Voting Rights Act, Constitutional Amendments) c. Supreme Court Decisions (e.g., the
Warren and Burger Courts) d. Executive Power (e.g., War Powers Act, Watergate) e. social
reforms Great Society and War on Poverty f. Space Race and technological developments
Performance Objective : PO 3. Describe aspects of post World War II American society:
a. postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill) b. popular culture (e.g.,
conformity v. counter-culture, mass-media) c. protest movements (e.g., anti-war, women’s
rights, civil rights, farm workers, César Chavez) d. assassinations (e.g., John F. Kennedy,
Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) e. shift to increased immigration
from Latin America and Asia
• Concept : Concept 1: Research Skills for History
rights, civil rights, farm workers, César Chavez) d. assassinations (e.g., John F. Kennedy,
Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) e. shift to increased immigration
from Latin America and Asia
• Concept : Concept 1: Research Skills for History
Performance Objective : PO 5. Evaluate primary and secondary sources for: a. authors’
main points b. purpose and perspective c. facts vs. opinions d. different points of view on
the same historical event (e.g., Geography Concept 6 – geographical perspective can be
different from economic perspective) e. credibility and validity
Understandings:
Students will explore the the idea of "containment" that was perpetuated during the 1950s as part of the Cold
War rhetoric and how it was translated into domestic policies and culture. We will look at ideals vs. realities,
and how conformity was perpetuated through containment.
Essential Questions:
How did the idea of "containment" translate into domestic policies during the 1950s?
What were the ideals during the 1950s and what were the realities?
How did the idea of "containment" influence American culture during the 1950s?
What do primary sources tell us about the culture of the 1950s?
Knowledge and
Skills:
Identify cause and effect relationships of historical events.
Critical thinking skills.
Identifying the main points of sources (i.e. primary and secondary)
Identifying the purpose and perspective of primary sources.
Communication skills (oral and written) in order to convey and present ideas and findings.
Performance Tasks and Assessment
Performance Task:
Jigsaw Activity:
Students will get into six groups. Every group will have a topic to research that pertains to the bigger picture
of containment during the 1950s. The topics will include the following:
Religion
Men/Men's Roles
Women/Women's Roles
Minorities
Ideal Life Style
Family Structure
The group will divide will analyze a newspaper from the time period, a clip from a television show or a movie,
lyrics to a song from the time period (perhaps also the technology to listen to the song- a computer or a CD
player) and an advertisement or piece of propaganda. Each different student in the group will examine one
type of primary source thoroughly and then explain to their group how it relates to containment. For example,
those students in each group that are to analyze advertisements will get together and examine ALL of the
advertisements. When they are finished, they will rejoin their original group to teach each other about the
messages they found concerning containment and how it relates to their group topic in the primary sources
that they analyzed. Through their research, the students will answer the following questions:
How are these topics portrayed through the media?
In what ways do these things exemplify the containment that occurred on the home front during the 1950s?
What messages or attitudes are conveyed about the culture of the 1950s?
After the group members have each discussed their specific primary sources, will be present their findings to
the class as a group so that everyone will have access to the information. As a class, we will then go on to
discuss containment during the 1950s as a whole and how it affected the culture of the time.
In order to get the students started, the teacher will show the students a clip from "I Love Lucy," the chocolate
factory episode to exemplify gender roles. We will also discuss how to find primary sources on the internet
(i.e. advertisements, songs, clips from shows and movies and pictures)
Attachments
1.
2.
3.
4.
Advertisements
Lecture Outline
Primary Source Worksheet Students fill out this worksheet as they go about their research.
Song List
Performance Prompt:
Students will present their research to the class. Each student must do their share of the work because they
are responsible for presenting their findings with the group and then the class as a whole. In essence, this
activity ensures that every student has a job and is responsible for a piece of the puzzle, which motivates the
students to become actively involved with their learning.
Assessment/Rubrics:
Primary Source Analysis: Choose a primary source from the 1950s (i.e. advertisement, a song, a movie, a
television episode, etc.) that gives an example of containment. In a brief essay (2-4 pages) describe the
primary source and provide some background information. Analyze the primary source by discussing what
clues it provides regarding the 1950s. Be sure to describe the attitudes and messages that are portrayed
through your primary source.
Rubrics
1.
Primary Source Analysis 1
Learning Experiences and Resources
Sequence of
Activities:
1. Pass out Atomic Fireballs (example of how the Cold War affected the culture.)
3. Brief lecture to provide background on "containment" and to explain the instructions for the class period (15
mins.)
-Brief clip from "I Love Lucy" (10 mins)
4. Group Research. (30 mins.)
5. Presentations and class discussion (30 mins.)
Differentiated
Instruction:
Because the class will be divided into groups, students with different abilities will be working with one another;
therefore, they can help each other with the activity. In terms of the assessment, the teacher can work with
students individually to meet each student's specific needs.
Resources:
•
Materials and resources:
Clip from "I Love Lucy." (http://www.youtube.com/watch?v=PyrWyBrHiCE)
Atomic Fireballs
6 advertisements from the period
6 newspapers or clips from newspapers (from the 1950s)
Episodes of "Father Knows Best," "I Love Lucy," and "Leave it to Beaver."
A list of songs and lyrics from the time period (at least 6)
Reference:
McCarthyism and the Red Scare
http://www.eagleton.rutgers.edu/e-gov/e-politicalarchive-McCarthy.htm
"The Truman Doctrine" http://www.yale.edu/lawweb/avalon/trudoc.htm
The History of FireBalls
http://www.ferrarapan.com/html/fb_history.html
•
Song List
http://www.associatedcontent.com/article/21155/top_10_songs_of_the_1950s.html?page=4&cat=33
Technology resources:
TV, VCR or DVD Player, at least 6 computers
AZ- Arizona Academics Standards
Subject : Social Studies (2006 Final)
Subject/ Grade/ Domain : High School
Strand : Strand 1: American History
Concept : Concept 1: Research Skills for History
Performance Objective : PO 5. Evaluate primary and secondary sources for: a. authors’ main
points b. purpose and perspective c. facts vs. opinions d. different points of view on the same
historical event (e.g., Geography Concept 6 – geographical perspective can be different from
economic perspective) e. credibility and validity
Concept : Concept 9: Postwar United States
Performance Objective : PO 2. Describe aspects of American post-World War II domestic policy:
a. McCarthyism b. Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Rights Act,
Constitutional Amendments) c. Supreme Court Decisions (e.g., the Warren and Burger Courts) d.
Executive Power (e.g., War Powers Act, Watergate) e. social reforms Great Society and War on
Poverty f. Space Race and technological developments
Performance Objective : PO 3. Describe aspects of post World War II American society: a.
postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill) b. popular culture (e.g., conformity
v. counter-culture, mass-media) c. protest movements (e.g., anti-war, women’s rights, civil rights,
farm workers, César Chavez) d. assassinations (e.g., John F. Kennedy, Martin Luther King, Jr.,
Robert F. Kennedy, Malcolm X) e. shift to increased immigration from Latin America and Asia