CAH Unit Plan: 1950’s Society
GOALS/DESIRED RESULTS
CONSISTENTLY EMPLOYED CCSS - Instructors will select from the list below as per specific Lesson Activities
Common Core State Standards: Reading Informational Text
Key Ideas and Details
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over course of the text.
Craft and Structure
CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings
CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points
clear, convincing, and engaging.
CCSS.ELA-Literacy.RI.11-12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively)
CCSS.ELA-Literacy.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning
CCSS.ELA-Literacy.RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration
of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Common Core State Standards: English (Speaking/Listening & Writing)
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic
or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required to deepen the investigation or complete the task.
CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing premises, word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning.
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12
Language standards 1 and 3 here for specific expectations.)
CONSISTENTLY EMPLOYED CRS- Instructors will select from the list below as per specific Lesson Activities
Main Idea and Author’s Approach
20-23: Infer the main idea or purpose of straightforward passages in uncomplicated text.
24-27: Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated passages
Infer the main idea or purpose of straightforward paragraphs in more challenging passages.
Summarize basic events and ideas in more challenging passages
Supporting Details
20-23: Locate important details in uncomplicated passages.
Make simple inferences about how details are used in passages.
24-27: Locate important details in more challenging passages.
Locate and interpret minor or subtly stated details in uncomplicated passages
Discern details, though they appear in different sections throughout a passage, that support important points in more challenging passages
28-31: Locate and interpret minor or subtly stated details in more challenging passages
Use details from different sections of some complex informational passages to support a specific point or argument.
Sequential, Comparative and Cause & Effect Relationships
16-19: Recognize clear cause-effect relationships within a single paragraph in uncomplicated literary narratives.
20-23: Identify clear relationships between people, ideas and so on in uncomplicated passages.
Identify clear cause-effect relationships in uncomplicated passages.
24-27: Order sequence of events in uncomplicated Passages
Understand relationships between people, ideas, and so on in uncomplicated passages.
Understand implied or subtly stated cause-effect relationships in uncomplicated passages.
Identify clear cause-effect relationships in more challenging passages.
28-31: Order sequence of events in more challenging passages
Understand implied or subtly stated cause-effect relationships in more challenging passages.
Meaning of Words
20-23: Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in uncomplicated passages
24-27: Use context to determine the appropriate meaning of virtually any word, phrase, or statement in uncomplicated passages
Use context to determine the appropriate meaning of some figurative and nonfigurative words, phrases, and statements in more challenging passages
Generalizations and Conclusions
16-19: Draw simple generalizations and conclusions about people, ideas, and so on in uncomplicated passages
20-23: Draw generalizations and conclusions about people, ideas, and so on in uncomplicated passages
Draw simple generalizations and conclusions using details that support the main points of more challenging passages
24-27: Draw subtle generalizations and conclusions about people, ideas and so on in more challenging passages
28-31: Use information from one of more sections of a more challenging passage to draw generalizations and conclusions about people, ideas and so on.
Enduring Understandings and Thematic Questions to consider as we analyze the events and ideas of the 20th century:
Although often portrayed as a period of bland conformity, the 1950s actually exhibited a complex mix of conformity and non-conformity. They were the breeding ground
for the civil rights movement and the counter-culture of the 1960s.
Big Ideas/Concepts:
- In the post-war/1950s era, U.S. society exhibited a complex mix of
conformity and non-conformity
- The seeds of the 1960s were planted in the society of the 1950s by the
individuals who survived the Great Depression and fought in WWII.
- Returning African-American veterans, who had fought for equality
overseas, questioned their status in U.S. society and inspired the Civil
Rights Movement.
- The global cold war conflict was manifested in the U.S. through
McCarthyism
Skills: Students will be able to:
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Essential Questions:
- What were the elements of conformity and non-conformity in 1950s
society?
- In what ways and to what extent did inequity continue to characterize U.S.
society in the 1950s?
- What was McCarthyism and what impact did it have on U.S. citizens in
1950s America
- How did the “placid” 1950’s plant the seeds of the turbulent 1960s?
Conduct Close Reads and Timed Reads of text and non-text sources in individual, paired and whole settings
Analyze non-text sources such as AV, Political Cartoons, Graphics and Art
Organize information into graphic organizers.
Read for information based on guides, prompts and questions from basal and complex primary and secondary sources.
Analyze Primary sources in terms of their ORIGIN, PURPOSE, LIMITATIONS AND VALUE TO THE HISTORIAN
Employ technology for the purposes of research, graphic design or word processing
Synthesize knowledge by creating graphic organizers, political cartoons, photography, artwork etc.
Accommodations & Assessment Evidence
Performance Tasks:
Type of Evaluation
As per individual instructor learning activities.
General Classroom Accommodations
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
Use a variety of instruction and assessment strategies
Use cooperative group learning- reciprocal teaching, learning circles
Provide a model or demonstrations of required/expected written or oral responses
Use visuals during instruction and accompany print material with visuals for clarification
and explanation
Allow partner work
Follow predictable routines in order to create an environment of security and stability,
especially for students new to the language and culture
Create a sense of belonging for EVERY student in the class
Accommodations specific to Special Needs students could include but are not limited to:
Give verbal directions in clearly stated steps, and give concrete examples.
Ask student to repeat directions back to confirm understanding.
Offer choices for responses and embed choices when eliciting information
Allow extra response time to questions
Extend time on [class work] [homework] [tests] [projects] or home completion
Maintain frequent eye contact.
Ask student to summarize to check for understanding.
Walk by student's desk to check for [accuracy] [behavior].
Sit student [in front of room] [near teacher] [away from distractions].
Provide extra examples when teaching new vocabulary concepts.
Provide copy of notes and /or allow student to test with notes.
Allow student to work with peer buddy.
Provide motivation and verbal rewards on a daily basis.
Vary assessment.
Design tests with chunked info or assessing one major concept at a time.
Informal Assessment based on but not limited to:
Monitoring of whole and small group
discussions/interactions
Completion of assignment type work
including but not limited to annotation,
answering questions, reviewing notes or
graphic organizers
Oral Reading
Practice quizzes
Summary Writing
Bell-ringers and Exit Tickets
Formal Assessment based on but not limited
to:
Socratic Seminars
Objectives tests, quizzes
Essay exams
Literacy quizzes and exams
Presentations, debates, and
Accommodations specific to ELL students could include but are not limited to:
Reduce length and allow more time for written assignments and exams
Allow students to substitute drawings, pictures, or diagrams, graphs, charts for a written assignments
Accept all attempts at speech production with minimal error corrections
Assign a personal buddy to help the student learn the layout and rules of school and classroom
New ELL's should be toward the middle or front of the class
Involve students’ culture and family in school events and projects
CAH Learning Activities: 1950s Society
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