This class, designed for grades 5-6, is an exploration of the 1950s through the primary medium of literature. The students will engage in reading literature, respond to questions asked both by themselves and the instructors of the class, write essays that share their understandings of the
1950s, and complete activities that will increase their creative and critical thinking skills. The students will also investigate art, music, dance, television, history, sports, fashion, architecture, or any area of personal interest. Students in the class will develop an extensive word web while together that will examine the 1950’s and answer the question, Were they really the good old days? http://kclibrary.nhmccd.edu/decade50.html
http://www.historyteacher.net/AHAP/Weblinks/AHAP_Weblinks26.htm
Required: Choose 3 from the following:
Suggested: Any book that was written between 1950 and 1959, or which has a setting that can be established as being in the 1950s. Please get the consent of the instructor or your gifted and talented resource teacher before reading.
Pre-session activities will be used during the first face to face class period. The three (3) activities will be posted on the WCATY forum site for participants to read and complete before the first meeting.
1.
Fill in the blanks. Answer the following questions with information relevant to you. Post on the web site by November 5, 2004 a.
(Knowledge question) My name is _____________ and I live in ___________. b.
(Evaluation question) My favorite activity/interest at school or at home is
___________. c.
(Analytical question) An animal that best represents me is a(n) _______ because
_________.

2.
3.
d. (Study question) Although I never lived in the 1950s, I would like to study one or two of the following subjects: music, dance, history, fashion, television, art, architecture or ________________.
Vocabulary/Interactive Activity. Post on the web site by November 1, 2004. Ask three
(3) older people to list three (3) things they remember from the 1950s. Ask them if they know the names of one of the presidents who was leading the United States during the
1950s. Ask them if they can remember either a television program or a radio program from the 1950s. Ask them for comments about living in the 1950s—what was it like growing up in the 1950s??
Written Assignment. Children watch television almost every day. Television offers a variety of programs: family drama, situation comedies, animated series, adventure stories, and programs set in hospitals, courtrooms, and police stations. Briefly react to the following questions. Does television portray events that happen in most people’s lives? Do people usually use the language heard on television? Do people usually encounter the same situations as seen on television? Do people usually react to situations in the same way that is portrayed on television? In the final analysis, does television give the viewers a true, real sense of American society today?
Wednesday, November 10, 2004
Face-to-Face Activities
Introductory material has been posted on-line. A three-person skit with sounds and/or actions by an animal (#c of Fill in the Blank), and acting out either #b or #d of Fill in the Blank.
Butcher Paper Listing. List the most interesting things that adults said about the 1950s.
Word Web. Students will list the things that might interest them about the 1950’s: these might include art, music, television, history, baseball, et al. Children will be grouped according to interest(s) and asked to bring in evidence from the 1950s of their interests.
Questioning with Bloom (knowledge) and Guilford (quantity)
Discussion of on-line activities.
On-line Activities:
Read The Door in the Wall or Miracles on Maple Hill or The Wheel on the School
 Students will answer teacher-generated questions from these texts.
 Students will be responsible to read at least one other child’s response and write a reflection or comments to that child.
 Students will post at least one question, which might “stump” other classmates from one of the above books.
Investigate the history of the 1950s.
 Students will identify 3 events in the 1950s that attracted their attention. They will gather enough information about each of the three events to share with the class on December 1, 2004.

Student Writing:
Students will write a five paragraph essay on one of the research they have conducted on the 1950s. It will be posted on the web site by November 24, 2004.
A copy of the paper will be brought to class on December 1, 2004.
 Paragraph #1: Introduction
 Paragraph #2: Describe an event from the 1950s. Discuss what the event was and who was involved. Write two or three sentences about the importance of this event in history. Write one sentence offering a reason why you chose this event.
 Paragraph #3: Describe an event from the 1950s. Discuss what the event was and who was involved. Write two or three sentences about the importance of this event in history. Write one sentence offering a reason why you chose this event.
 Paragraph #4: Without describing the third event you researched, use it along with two you have written about and write two or three sentences about the 1950s. “The three events I researched give me a glimpse into the 1950s. I think the 1950s were a time when……… I think I would have liked (hated) the 1950s because………”
 Paragraph #5: Conclusion.
Wednesday, December 1, 2004
Face-to-Face Activities
Pass in the paper on the 1950s.
Questions from the students either about their papers or the books they read.
Literature Circles. Three (3) of four (4) students will be identified to lead the book discussions. Questions from The Door in the Wall or Miracles on Maple Hill or The
Wheel on the School will be discussed in small groups.
Development of the Word Web on the 1950s. We shall add the historical events researched and written about by the students.
We shall discuss the history of the 1950s. What were the important events? Any trends?
On-line Activities:
Read The Witch of Blackbird Pond, Rifles for Watie or Carry On, Mr. Bowditch.
 Students will answer teacher-generated questions from these texts.
 Students will be responsible to read at least one other participant’s response and write a reflection or comments to that participant.
 Students will post at least one question, which might “stump” other classmates from a book they have read.
 Students will begin to look at an area of interest from within the time frame of the 1950s.
Investigate the area of interest from within the time frame of the 1950s. Consider the arts (music, dance, drama, art), sports (who were the stars? How much were they

paid? For what team did they play? Were they role models like stars are today? etc.), architecture, history, or a topic of choice.
 Students will bring in evidence of their research from the 1950s. It will be in the form of a poster, a PowerPoint presentation, or a video. We shall look at art from the 1950s, talk about sports events and sports stars, watch the television from the
1950s, read cartoons from the 1950s, consider plays that were written in the 1950s etc.
Student Writing:
Write a five-paragraph essay on the chosen area or interest. NOTE: This may change to reflect a story they have read instead of their area of interest. I may wish to change this assignment
 Paragraph #1: Introduction.
 Paragraph #2: Discuss your area of interest. Who are the leading representatives of this interest? What did they do? What examples might you offer to represent both the area of interest and the people?
 Paragraph #3: Compare your area of interest to the same area today in 2004.
Discuss in three or four sentences how the two decades are alike.
 Paragraph #4: Contrast your area of interest to the same area today in 2004.
Discuss in three or four sentences how the two decades are different.
Paragraph #5: Conclusion.
The assignment will be posted on the WCATY web site by December 10, 2004.
On or before December 13, 2004, read classmates’ essays and write a brief review.

Written assignment is handed in on December 15, 2004.
Wednesday, December 15, 2004
Face-to-Face Activities
Pass in the paper on interests of the 1950s.
Questions from the students about the 1950s or the books they have read.
Group discussion of the books read. The discussion will focus on conceptual ideas from each book—themes, settings, plots. These will be placed on the word web for synthesis later.
Discussion of the 1950s continues. Are there trends? Are there things that are common about the 1950s.
We shall look at art, dance, and other elements of the 1950s. We shall watch some television programs from the 1950. Maybe read some poetry. Look at some art books.
Read a third book from the list or a book that takes place in the 1950s (with prior permission)

 Students, having learned eight (8) types of questions, will write a variety of questions á la Bloom and Guilford.
Student Choice: Students will begin to synthesize thoughts and ideas about the 1950s in preparation for the final class period. Chose one of the following activities. Each activity should produce a piece of writing for 75-100 words.
• Write a story illustrating the attitudes and behaviors of those living in the 1950s.
• Write an essay on life-style of the 1950s.
• Write a poem illustrating the 1950s.
•Develop a web site illustrating your understanding of the 1950s.
•Create a newspaper with articles (advertisements, editorials, news story, television guide, feature, etc.) describing what life was like in the 1950s
•Create an essay that unifies the ideas from the readings (novel or short selections) with those posed by children in the class sessions with the basic ideas of life in the 1950s.
•Create an essay that counters the ideas from the readings (novel or short selections) with those posed by children in the class sessions with the basic ideas of life in the 1950s. That is to say, the books that were read do not reflect the attitudes and actions of the 1950s.
•Creative Activity. Create a skit, cartoon, web page, video or other medium that reflects an understanding of the 1950s in relation to the readings. Please consult with the instructors for this activity.
Wednesday, January 12, 2005
Face-to-Face Activities
Pass in synthesis paper.
Sing songs of the 1950s. Watch television of the 1950s. Look at dance in the 1950s.
A final look at the 1950s, the stories we have read, and the word web we have developed.
Evaluations
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