US HISTORY
Unit 7, Week 2
Homework for the Week
• Monday 2/10
• Read and Cornell Notes on p.510-513
• Bring thesis/outline
• Tuesday, 2/11
• Read and Cornell Notes on p.520-522
• Bring laptops
• Block Day 2/12-2/13
• Watch the following video link: http://www.youtube.com/watch?v=IKqXu-
5jw60
• Read the following pages: 523-525
• Analysis options instead of summary at the end of your Cornell Notes
• Evaluate the effectiveness of the video
• If you were a business owner, how could you use the Atomic Age trend to market a
new product?
• Was the FCDA justified in making a “preparedness” campaign in order to ensure the
safety of the American people or was it simply a scare tactic to maintain conformity?
Agenda, Monday, 2/10
• Vocab quiz
• Background on CIA
• Guatemala Inquiry activity
HW: Read and Cornell Notes on p.510-513
HW: Bring research thesis/outlines (to turn in)
Spy vs. Spy - Key Vocabulary
• CIA = Central Intelligence Agency
• NSA = National Security Agency
• Spying (Espionage) = knowing what’s happening
around the world; getting information on what other
countries are doing.
• Covert operation = changing what’s happening in
the world by taking actions on spy information.
• Intelligence = information that’s gained by spies.
Secrets gathered by our government…
• CIA started during World
War II. In Cold War, spies
on the Russians.
• Truman: “too secretive…but
ok”
• All Presidents since then use
the CIA and the National
Security Agency (NSA) to
gather intelligence
Inquiry into the US role in Guatemala
Did the US overthrow
democratically elected
governments to fight against
communism?
http://prezi.com/zhy07uurfx9w/copy-of-guatemalan-coup-detat/
Agenda, Tuesday, 2/11
• Thesis/outline exchange
• Complete/debrief CIA inquiry
• HOT ROC
• Conformity and Non-Conformity
• HW: Read and Cornell Notes on p.520-522
• Reminders
Bring your own laptops if possible
Thesis/outline exchange
• Swap your thesis/outline with a
partner.
Checking Thesis: check marks for each
1) - includes an opinion/argument about the prompt?
2) -includes a plan on how they will argue?
3) -all meanings clear?
4) - nothing vague?
5) - Is it too long with much too details?
• Also read the research paper grading rubric
• Make suggestions to improve.
Checking outline
Outline checklist: give checkmarks
1. - are the topic sentences an exact repeat of the thesis?
2. – do topic sentences support the thesis?
3. - do topic sentences follow a logical flow?
(e.g., #4 are the threats written in random order? Or
domestic then foreign threat? Less serious then
more serious threat?)
(e.g., if the thesis says teenagers, consumers
women, then topic sentence should be 1. teenagers
2. consumers 3. women)
4. – good supporting evidence?
Return thesis/outlines
• Incorporate suggestions.
• Turn in your thesis/outline.
• Please write name/period
CIA - Debrief
• What role did the US play in Guatemala?
• Were the actions a reasonable way of preventing the
spread of Communism? Why or why not?
• Are economic reasons a valid justification for covert
actions? (can you think of other examples from the
textbook?)
HOT ROC
• Analyze the video:
http://www.youtube.com/watch?v=5mGTLrI8rxQ&feature=related
• What is the message of the video? How is it related to
the 1950s?
• What is conformity? How can it be both positive and
negative?
• New Vocab: Suburbia
Agenda, Wed-Thurs, 2/12-2/13
• Agenda
• New Vocab: McCarthyism, service sector
• Korean War & McCarthyism: quick notes
• Peace, Prosperity and Progress stations
• Homework
• Watch the following video link: http://www.youtube.com/watch?v=IKqXu-
5jw60 and analysis (see first slide)
Add vocabulary
• McCarthyism: The practice of publicly
accusing someone of subversive activities
without evidence to back up the charges.
• Service Sector: The segment of the
economy that does not produce goods, but
rather, provides a service. Such as:
teachers, librarians, bank tellers, and
social workers.
Rosenberg Trial
• Julius & Ethel Rosenberg trial
• Passed info on atom bombs to USSR
Red Scare
• Fear that communist (in&out) will infiltrate government and
influence society. Post WWI and Cold War
Effects:
*no need to write
•
•
•
•
•
•
Analysis of federal employees
Loyalty oaths
House Un-American Activities Committee
Senator Joseph R. McCarthy
Investigations in the gov & Hollywood
Climate of fear and repression
=> suppressed civil liberties
Joseph McCarthy
• McCarthy never made a solid case against anyone or
provided evidence.
Korean War
• Outcome? Still divided
http://users.erols.com/mwhite28/korea.htm
• Also cut trades with China
• Shows US dedication to prevent communism growth
Station Activity: Chapter 41, Peace,
Prosperity, and Progress
• Distribute worksheet
• You will be working through six stations. Follow the
directions on your worksheet for each station.
*if you have your own laptop, work with someone without a
laptop to finish station 1-6.
• After 5-10 minutes, you will rotate to the next station.
• We will debrief at the end of class (or Friday).
Station 1: 41.2 Postwar Politics:
Readjustments and Challenges
• Read the following article:
http://countrystudies.us/uni
ted-states/history-115.htm
• What were the goals of
Truman’s Fair Deal?
• What worked?
• What didn’t?
• Look at pg. 534 in the
textbook. How was the
Taft-Hartley Act an attempt
to stop the progressive
reforms of the Fair Deal?
Station 2: 41.3, Economic Growth Creates
an Age of Affluence
• How are each of the following items examples of encouraging
consumption?
• Advertisement: http://www.youtube.com/watch?v=m7t9YlMxWoE
• Buy Now, Pay Later:
http://books.google.com/books?id=pto5xnJXvkC&pg=PA6&lpg=PA6&dq=credit+card+1950s&source=bl&ots=bsrz0rhjds&sig=Rz6wOPPxq1VRfn2iPUIAVuzTM4E&hl=e
n&sa=X&ei=IjIMUZWKMqS2iwLCl4GwBg&ved=0CJQBEOgBMA0#v=onepage&q=credit%20card%201950s&f=false
• Planned/perceived Obsolescence:
http://www.youtube.com/watch?v=N2KLyYKJGk0
• Blue Collar & White Collar
• Read the section on page 539 titled “The Workforce Shifts from Blue- to
White-Collar Jobs”
• Why did the shift take place?
• What is an example of a blue-collar job?
• What is an example of a white-collar job?
Station 3: 41.4 Marriage, Families, & a Baby
Boom
• Watch the following video clip:
http://www.youtube.com/watch?v=wT_A9PFOY18
• What was life like for the middle class?
• What was the “baby boom”
• What was the expectation for middle class
women?
Station 4: 41.5 Population Shifts to
Suburbs and Sunbelt States
• Analyze the images provided
• Why was there a shift from the “Rust Belt” to the “Sunbelt”
in the 1950s?
• Why are the regions of the US called the “Sunbelt” and
“Rustbelt”?
• Use page 543 for help (if necessary)
Station 4: 41.5 Population Shifts to
Suburbs and Sunbelt States
Station 4: 41.5 Population Shifts to
Suburbs and Sunbelt States
Station 4: 41.5 Population Shifts to
Suburbs and Sunbelt States
Station 5: 41.6 The Triumph of the
Automobile
• Watch the following video clip:
•
•
•
•
•
http://www.youtube.com/watch?v=W7-m3FEm5VA
What are three reasons for the emergence of a “car
culture” in the 1950s.
What did they look like?
How was owning a car a status symbol?
How did President Eisenhower justify the Interstate
Highway Act?
What types of activities and job opportunities became
possible as a result of the car?
Station 6: 41.7, Technological Advances
Transform Everyday Life
• Use the images provided and the following links to respond to the
questions:
• Link 1:http://www.ehow.com/info_8086895_medical-discoveries1950s.html
• Link 2: http://cr.middlebury.edu/es/altenergylife/nuclear.htm
• How did technological advancements change life for the American
people? Give three specific examples.
Station 6: 41.7, Technological Advances
Transform Everyday Life
Station 6: 41.7, Technological Advances
Transform Everyday Life
Homework
• Watch the following video link:
http://www.youtube.com/watch?v=IKqXu-5jw60
• Read and Cornell Notes on p.523-525
• Analysis options instead of a summary for your notes.
Choose one of the following to add to the bottom of your
notes.
1.
2.
3.
Evaluate the effectiveness of the video
If you were a business owner, how could you use the Atomic Age
trend to market a new product?
Was the FCDA justified in making a “preparedness” campaign in
order to ensure the safety of the American people or was it
simply a scare tactic to maintain conformity? Thesis Statement
Agenda, Friday, 2/14
• Conformity vs Non-conformity
• Dot Game
HW: Work on paper. Make revisions based on feedback
on your essay outlines.
Rebelling Against Conformity
• Necessary Items: Textbooks, colored pencils/pens
Copy the following diagram onto two
facing pages of your notebook.
• A little box of conformity
Inside the Box
Instructions
Sections 41.1 & 42.2
• Inside the box: 4 positive characteristics of
suburbia
• Outside: 4 reasons why critics did not like
suburbia
Section 42.3
• Read “Beats Defy Convention in Poetry and
Literature.”
• Outside the box: write/draw “Beats,” then write
3 characteristics of the beats/literature.
Instructions (cont’d)
• Read “Rebellious Teens Create a Youth Culture.”
• Outside the box, write/draw Youth Culture then list three
characteristics of the youth culture.
• Read “Comic Books Deviate from ‘the American Way.’”
• Outside the box, write/draw comic book and list three
characteristics of comic books and the movement against them.
• Read “Artists Rebel with Paint.”
• Outside the box, write abstract expressionism and write 3
characteristics of abstract expressionist artists and their art.
Checking for understanding
• 1950 songs:
• Identify if it belongs inside or outside of the box.
• Put the name of the song in the appropriate location
• What is the message of the song? What lyrics can you quote that
convey that message?
• Write down a few lyrics that demonstrate the message of the song in the
appropriate location.
• Song: Great Balls of Fire, Jerry Lee Lewis, performed by
Dennis Quaid (biopic movie)
• http://www.youtube.com/watch?v=jgT6qvywfpYSong 2:
Summertime Blues (1958)
Processing: How did some Americans rebel against
conformity in the 1950s?
Choose one :
1. Write a beat poem.
• Your poem should be at least eight lines.
2. Write a 1950s rock ’n’ roll song.
• Your song should have at least three verses.
3. Draw the cover of a comic book.
• Include a one paragraph written description of how your comic book cover
answers the Essential Question.
4. Create an abstract piece of art.
• Include a one paragraph written description of how your art answers the
Essential Question.
The Dot Game
• Object of the Game:
• You will receive a slip of paper. Secretly check to see whether the
paper is blank, or has a red dot. Then hide it and do not show it to
anyone.
TO WIN:
• Nondots-- form the largest group of students who are all nondots.
• Dots-- be the only dot in a group.
• Procedure:
• You can ask others whether they are dots or nondots, but players
may not reveal their slips of paper during the game.
• You do not have to join a group, but you cannot win the game
unless you are in a group of at least two people.
• You can be a part of a group only if that group agrees that you are
a member.
• If you suspect that someone is a dot, report your suspicion to the
teacher. She will deal with the accusation appropriately.
Dot Game: Communist Hysteria of the
1950s
The Dot Game Analysis: Make historical connections to
the dot game from pages 520-522.
Dot Game
Some students were dots
Most students were nondots
Students accused others of being
dots even though they never saw
other students’ slip of paper
Students were to report suspected
dots to the teacher.
Anxiety increased as students lost
trust in one another.
Historical Connection