The 1950s at Home Lecture and Resources

5/19/2018 The 1950s at Home Lecture and Resources

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Lesson 3 Role of Men and Women in the 1950s Lecture

Standard:HS. 6 Students will analyze ideas critical to the understanding of history,including, but not limited to: Benjamin Spock, The Feminine Mystique, Rock and

Roll, Elvis Presley, beatniks, and Jack Kerouac.

Objective:1.2 Students will identify the significant developments of the 1950s as related totheir vocabulary terms with 75% accuracy when presented with the information incontext.1.3 Students will write the significant developments of the 1950s as related totheir vocabulary terms with 75% accuracy when presented with the information incontext.1.4 Students will practice taking notes on important information when presentedin lecture format through the use of Cornell Notes.

Materials:Role of Men and Women in the 1950s lecture PowerPoint, computer, projector,students need their notebooks

Timing:(51 minutes)Warm up: 3 minutesLecture: 30-35 minutesVideo/T-chart: 10-12 minutesWrap-Up: 1-2 minutes

Directions:For Warm-Up: Open your notebooks to the free-write section and answer thequestion on the projector in a complete sentence.For lecture: Turn to the next blank page in your lecture section. Title the pageRole of Men and Women in the 1950s and draw your Cornell notes line downthe left side of the page.For video/T-chart: Watch the video and complete the t-chart about what womenare doing/saying/ thinking and what men are doing/saying/thinking.Wrap-Up: Ask the students for some observations from their chart.

Visuals:PowerPoint presentation, A Word to the Wives video, t-chart

Warm-Up:What was your favorite tip from yesterdays Good Wifes Guide?

Lesson:


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1. Students will complete the warm-up exercise in the free-write section of theirnotebooks.2. Direct the students to take Cornell notes on the lecture.3. Give the lecture, continue to coach students on Cornell notes. Ensure thatinformation delivery is energetic, paced reasonably given the needs and mood of

the class for the day, and easy to understand. Frequently restate importantvocabulary and unfamiliar terms, as well as their definitions. Check forunderstanding.4. Pause intermittently to recap information and coach students on how to markup their notes to promote success. Model how to highlight vocabulary words,signal key topics, and add commentary to help notes make more sense. Havethem check a neighbors notes to see if they have similar things written or if aneighbor caught something they did not.5. Hand out t-charts, direct the students to fill them out as they watch the video,play the video.6. Wrap-up by asking students to share some of what was in their charts. Collect

charts.

Wrap-Up:Ask student review questions from video, what observations do they have?

Modifications:Students who need modifications could have a modified PowerPoint printed outfor them that they can cut out and glue into their notebooks, where they eitheradd extra notes to or not, depending on their needs and ability.

Behavior Issues:No serious behavior issues in this class. Chatty students might need to bereminded not to talk during the lecture/video.

Transitions:- Everyone needs to open to their free-write section. Please answer the questionin complete sentences. (Ask students to share once they are done.)- Today we are going to work on lecture #3. Open to the next blank page in yourlecture section and title it Role of Men and Women.- Pass out t-charts while students finish up lecture section.Please write yournames on these. We are going to watch a very short film that will give you some

idea about how men and women interact with each other and think about theother gender. While you watch, please complete your t-chart.- When the film finishes, collect t-charts. Please pass forward your charts. Whatare some things you noticed about the way men behaved? Women?

Success Strategies:

- Practice instructional clarity. Connect information presented to what wasdiscussed in the previous unit or during another year in school, perhaps even a


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popular piece of media that students can connect to. Promote understanding ofkey terms and unfamiliar vocabulary through use of repetition and cleardefinitions. For example, introduce new vocabulary like gender roles at thebeginning of the lecture and define it (ex. the traditionally accepted things thatsociety expects men and women to do because they are men and women). Use

it multiple times throughout the lesson, perhaps cold calling on students torestate the meaning of the term or to apply it (ex. So what would the womansgender role be here?). This builds in vocabulary supports for all students, butcan be particularly helpful for ELL students.- Use the pause procedure to give students a chance to perform tasks that theyneed to develop in order to promote study skills and information retention. Forexample, students can use the pause time to highlight vocabulary words (whichare already highlighted a different color in the presentation so students can seewhich words are key terms for the lecture) and look at a neighbors notes to seehow the two compare. This gives students a chance to see how they might takenotes and if there is a strategy or piece of information they can borrow from a

partner. This time might also let the teacher check for understanding and addsome additional information while the students are not trying to copy what is onthe slide.- Cornell notes allow the students to practice a standardized form of note takingthat incorporates clear topic headings, reflection, questions that check forunderstanding, and skills like highlighting to signify importance.

Assessment- The notes will be taken in student notebooks. In order to receive full points forthe day, students should have written down the information on the slides,answered the questions that are included to check for understanding during the

lecture and should show some incorporation of the study skills presented duringthe lecture (highlighting. Margin notes, additional information added, reflectionincluded). Although the assessment is not complex, it holds students accountablefor taking complete notes during class and working to find strategies that work forthem. This will not look the same for all students, but all students should have thesame base notes.


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Role of Men and Women T-Chart Name: _____________________

Directions: Complete the T-Chart as you watch Word to the Wives. What are the women and mendoing, talking about, and thinking? Think about the roles of men and women in the 1950s we just

discussed. Make at least 3 observations on each side.

Role of Men and Women T-Chart Name: _____________________

Directions: Complete the T-Chart as you watch Word to the Wives. What are the women and mendoing, talking about, and thinking? Think about the roles of men and women in the 1950s we just

discussed. Make at least 3 observations on each side.

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The 1950s at Home Lecture and Resources