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Title Page
Student: Steven George
Title of Unit: 20th Century American Consumerism
School District: Hingham Public Schools/Hingham High School
Date: July 13, 2013
Grade Level: Grade 11 & 12 mixed levels
Name of Primary Source Course for which unit was created: U.S. and the World:
Expressions of Power, Past and Present.
Note: Graduate Credit 3-5 Lesson Plan Project
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Abstract
Unit Background:
This six-day lesson plan on U.S. consumerism in the 20th century would be delivered
within my existing Marketing Course that is primarily comprised of seniors with
some juniors that is offered at my high school each year in the spring semester
(January-June). Currently, I do not incorporate any historical component within the
course and this unit will allow me to link historical themes within U.S. and World
History to the development of advertising and consumerism through the century.
My overall plan would be introduce this unit with a 6-day lesson plan in Spring 2014
and expand on the unit the following year (2015). My long-term plan within the
theme would be to approach my Department Director (James Kirkcaldy) with a
proposal to either offer a senior seminar on 20th Century Consumerism (offered as a
Social Studies elective exclusively to seniors) or to incorporate into AP Economics if
my school received approval to offer it at a future date (currently HHS does not offer
AP Economics).
Unit Summary:
This unit would provide a historical context of marketing and branding by isolating
a few case studies of U.S. corporations related to the development of advertising as a
result of U.S. foreign relations and popular culture. It is an important unit and fits
into the existing curriculum because it connects U.S. History (taken in junior year)
with popular culture so that students can see how companies have changed in how
they’ve communicated their messages to their target market through the 1900s.
This unit also dovetails with my school’s existing Economics Course that is taken as
a senior elective. The age of my students is 16-18.
Essential Questions:
1. How has advertising of American products evolved and developed
throughout the 20th century as a result of U.S. – World historical events?
2. How has American consumerism influenced U.S. foreign relations during the
20th century?
3. How have American (Multi-National Corporations) MNCs fueled American
consumerism in the 20th century post World War 2?
Learning Objectives:
1. Students should be able to verbally explain American consumerism following
the end of World War 2.
2. Students should be able to identify and analyze how a significant MNC (CocaCola case study) evolved their advertising campaigns to target consumers
post World War 2.
3. Students will be able to communicate how the concept of the “American
Dream” has shaped American culture.
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Lesson #1
Summary: Students are introduced to an essay on American consumerism & the U.S.
economic boom following the end of World War 2. Students will be asked to
critically think about the author’s main idea and point of view – and either support
or refute the author’s claim.
Methodologies Used:
 Independent reading prior to lesson for vocabulary awareness
 Think-Pair-Share regarding author analysis and point of view of primary
source
 Cooperative learning through document analysis: allows weaker students to
get ideas from other students prior to larger group discussion.
 “Four corners of classroom” allows students to move around classroom,
interact with peers and support their positions.
 Teacher-guided discussion will be focused on vocabulary words from the
reading that reflect vocabulary list. (especially for the remainder of unit)
 Teacher will request from students “textual evidence” from Chapter 3 to
support their claims of author identification and point of view.
Activity Details: (Day One)
In preparation for class, students will have read Chapter 3 of The Short American
Century; Consuming the American Century by Emily S. Rosenberg. Students are
given a vocabulary list and asked to define specific vocabulary terms (Vocabulary
List 1 of 15 terms enclosed). Author and source are not included in student reading.
Learning Activity #1 (Think, Pair, Share for Point of View):
(1) Students are asked to analyze their previously read passage (in which the author
and source were not indicated). The objective of this activity is to identify and
analyze the context of writing (author, time and position) for point of view. This will
be done individually, in pairs and then as a class. This methodology ensures that
students will have something to share in pairs as well as with the class – even
though some will not participate in the wider class discussion.
Methodology: Think, Pair, Share. In all three forms, students will be asked to provide
evidence from the reading (selected passages) that support their assertion.
Determine the following that are listed on overhead projector:
 Author
 Gender of author
 Point of view
 Estimate time it was written
 What does the author means by using the term “undoing” in the last
sentence?
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Individually for 5 minutes and then in pairs - analyze source and point of view.
(While students are working in pairs - Vocabulary list is checked off as a homework
assignment.)
In larger class, look at assertions and why. Clarify vocabulary terms through
discussion. Ask critical thinking questions as to what evidence they’ve found that
support their assertions. Allow students to create a dialogue with each other that
either support or refute their findings.
Learning Activity #2 (Four Corners of Classroom):
(3) Use “four corners of classroom” to have students move to based on their
agreement/disagreement with the author’s opinion. Four options (sheets of paper
state: Strongly Agree, Agree, Disagree, Strongly Disagree.)
Ask students for “main ideas of the author” & have each group write the author’s
main idea (what the author is trying to communicate) on a sheet of paper.
Ask students from each corner why they chose their corner and allow students to
move to another corner after students reveal “author’s main idea”. And why they
chose to move?
After the completion of class-wide discussion, provide the author’s name, gender
and time written.
Follow up questions:
 How has American consumerism impacted the U.S. as a superpower in the
last 50 years?
 What did you learn from this activity related to American consumerism?
 Do they agree or disagree with the author? Why? Based on what?
Assessment & Evaluation
 Grade for completion of vocabulary assignment
 Vocabulary from the reading will be on a quiz following the unit.
 Students will receive a class participation grade for the week (see enclosed
rubric)
Primary Source(s) used:
Rosenberg, Emily. (2012). "Consuming the American Century." In A. Bacevich (Ed),
The short American century (pp. 38-58), Cambridge, MA: Harvard University Press. A
personal essay that reflects on American consumerism and its impact on U.S. foreign
relations post-World War 2.
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Vocabulary List 1
1. Globalization
2. Communism
3. Capitalism
4. Cold War
5. Consumerism
6. Americanization
7. Entrepreneurs
8. Economic growth
9. U.S. foreign policy
10. American standard of living
11. American dream
12. National identity
13. Personal identity
14. Middle class
15. Exploitation of workers
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Weekly Rubric – Demonstrating Respect - Mr. George
Beginning – 0
pts
Developing –18
pts
Focused –
24 pts
Exemplary –30
pts
Demonstrates
Respect for
Others
Poor behavior.
Disruptive to
other students.
Lack of respect
is demonstrated
in the
classroom.
Comments
show a lack of
respect and
courtesy.
Classroom
behavior needs to
be improved.
Needs to act in a
more respectful
way in the
classroom. Needs
to continually be
spoken to
regarding
behavior or
attitude.
Demonstrates
inability to pay
attention when
others are
speaking.
Classroom
behavior
was
acceptable.
Acts
respectful in
the
classroom
on most
occasions.
Classroom
behavior was
superior,
professional,
and a model of
how the teacher
would like
students to
behave.
Demonstrates
self-respect and
respect for
others at all
times.
Works
Independently
and
Cooperatively
Unable or
unwillingly to
work
independently
or
cooperatively
with others.
Unable to stay
on task.
Needs
improvement in
the area of
working
independently
or cooperatively
with others.
Able to
accomplish few
assigned tasks.
Has a difficult
time staying on
task.
Works
independently
or cooperatively
with others
most of the
time. Able to
accomplish
most assigned
tasks. Stays on
task most of the
time.
Works
independently
or cooperatively
with others all of
the time. Able to
accomplish all
assigned tasks.
Stays on task all
of the time.
Engaged and a
productive
member of
class.
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Lesson #2 (Days Two, Three & Four)
Summary: Students will engage in a three-day case study analysis of the CocaCola Corporation in terms of marketing and advertising of its beverage products.
This case study will reflect how it, and subsequently other MNCs, became
symbols of American consumer, cultural and corporate expansion in the 20th
century. Students will be asked to consider its impact on society – including their
community, the U.S. economy and the global economy. Students will be asked to
look at an issue from various perspectives by critically thinking and analyzing of
a primary source that focuses on a global controversy.
Methodologies Used:
 Independent reading prior to lesson for historical context (background
information)
 “Gallery Walk” of corporate images to reflect visually (independently and
cooperatively)
 Use of technology through “word cloud” that allows for wider student input
 Incorporation of YouTube videos to supplement curriculum
 Analysis of primary sources through Duke University advertising database
 Jigsaw Learning Method
Activity Details: (Day 2)
There are two activities that students will be asked to complete prior to the start of
this class.
Learning Activity #3 (Word Cloud):
(1) Two days prior to this lesson, students will be asked to post two words that they
associate with Coca-Cola (the brand or company). Through the use of this
technology, a “word cloud” will be generated for this class that reflects how they
identify and associate the corporation and its products prior to the study of this
topic within the context of this lesson. This will ensure no “personal bias” as a result
of class discussions. This activity will be completed for a homework assignment
grade and prior to any material introduction.
The “word cloud” will be revealed later on the third day of this unit after students
have been exposed to some primary sources and class discussion pertaining to the
Coca Cola Corporation. There will be a teacher-focused discussion at that point
about the word cloud. Example questions are below:
 Why do you think this word appeared more times that this word?
 Why do you think many students associate this word with Coca Cola?
 What words surprised you?
 What words are “positive” toward the corporation? Why?
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



What words are “negative” toward the corporation? Why?
What words have been omitted or are missing?
How has the evolution of Coca Cola advertising shaped your word
associations for the corporation?
If you were the President of Coca Cola, how would you feel about the content
(word associations) generated through the word cloud?
(2) In preparation for class, students will have read: The New York Times article
dated August 15, 1993 by Mark Prendergast to give historical context within the
theme of Coca-Colonization.
Learning Activity #4 (Gallery Walk):
(3) Students will participate in a “Gallery Walk” around the classroom today. Sixteen
(16) images will be placed around the classroom that relate to the Coca-Cola
Corporation. These images will be drawn from the Duke University Advertising
Database (partial selection is enclosed). Students will travel around the classroom
for 20 minutes and write their thoughts on a sheet of paper adjacent to each image. I
will assign individual students “ownership” of each sheet of paper. As a class, we will
look at each image (which will be projected to the class via PowerPoint
presentation) and each “sheet owner” will read from the list. Teacher will guide the
discussion by asking these follow up questions:
 What made you think of this word?
 How did this word reflect this image?
 What particular aspect of the image made you think that? Why?
 From Coca Cola’s perspective, what message do you think they wanted to
communicate? To whom? How? In what way or form? Was it effective? Why
or why not?
 From the audience’s perspective, what message do you think they received?
 Have students attempt to guess what year the image was created and look at
the medium (i.e. outdoor advertisement, newspaper, magazine cover, etc.).
Date will be placed on PowerPoint slide for each corresponding image.
At this point in the lesson (due to 57-minute class periods) – we will complete the
remainder of the images at the beginning of the next class. As the end of the class
winds down, it is important for students to make two connections:
1. Linking Coca-Cola images and advertising to what is going on in terms of U.S.
historical events (post WW2 economic boom)
2. Showing an increase in corporate expansion as it relates to personal and
national identities.
At the beginning of the next class – this lesson will continue.
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Activity Details: (Day 3)
(4) Completion of image descriptions by “sheet owners” from prior class “Gallery
Walk”.
(5) Classroom opinions summarizing Gallery Walk activity and their thoughts on the
images as well as how the audience would have received those images.
(6) Show the class the “word cloud” that was generated from their posts. Questions
will be asked based on frequency of words as well as why certain words were
omitted. “What words are missing? Why? (see complete list of questions from
Learning Activity #3)
It is important to remind students that their words are based on 2013. How might
other countries view Coca-Cola and ultimately the U.S. in a post WW2 world?
Learning Activity #5 (Video Clip Analysis & Teacher Centered Discussion):
(7) Show some select video clips that reflect “Coca-Colonization” and how Coca-Cola
began to symbolize the U.S. economic hold over much of the world. Students will be
asked to ascertain the source of the video, point of view of the creator and what
message the creator is trying to communicate.
Each video clip is brief (most are less than three minutes) and will be followed by a
brief discussion and these questions to guide student discussion:
 How was Coca-Cola able to become so successful internationally in the
postwar period?
 What do you think was the reaction from U.S. consumers?
 How do you think Coca-Cola attempted to appeal to people in other parts of
the world?
 How do you think international consumers reacted?
 If you were a consumer in another country, would you consider Coca-Cola an
ambassador to the U.S.? Why or why not?
Video Clips:
 Excerpt from “Coca-Cola: The History of an American icon” (10:54)
 French rejection of Coca-Cola in 1950s (from 1998 film The Cola Conquest)
(3:04)
 1958 Film produced by Coca-Cola called “Africa’s Big Game” (1:53)
 1961 Advertisement from Coca-Cola (1:06)
(8) For homework, students will be asked to read a scholarly article (Kuisel.pdf)
about the controversy between Coca-Cola and France in the 1950s. This article will
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provide a point of view between an international issue involving Coca Cola and a
foreign country (which reflects how corporations play a role in foreign relations of
governments). There will be quiz on the article at the beginning of the next class.
At the beginning of the next class – this lesson will continue.
Activity Details: (Day 4)
Learning Activity #6 (Quiz Correction):
(9) Students will be evaluated on their prior night’s reading of article by Kuisel.
Students will be allowed to use any notes that they took during the quiz. This is to
ensure that students read the article and will be able to participate in classroom
discussion, by having notes to refer to. It is also an incentive to read the article as it
will improve his/her quiz score. Correction of graded quiz in class will serve as
article review and discussion.
(10) Conclude showing of YouTube videos. (if not completed in the prior class)
Learning Activity #7 (Ad Executive - Jigsaw):
(11) Show television advertisement (from Youtube): “I’d Like to Buy the World a
Coke” without showing the year of the advertisement. Upon completion of the video,
asked students to write down individually their responses to the following prompts
indicated below from the perspective of being the creative marketing officer at Coca
Cola behind the creation of the advertisement. Complete the following lines:

“The purpose of this ad is to _______________________________.”

“People should feel _____________________________ when watching this
advertisement.”

“We want people to associate Coca-Cola with _______________________________
when watching this advertisement.”
Jigsaw method so that students can move around the classroom and interact with
other students through the sharing of responses. Conclude activity by having a few
students report out to class their thoughts on sharing of ideas. Connect this ad to
21st century advertising of products to students by posing types and forms of
advertising they are exposed to and process today.
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Assessment & Evaluation
 Quiz grade based on reading from Richard Kuisel.
 Students will receive a class participation grade (see enclosed rubric)
Primary Source(s) used:
Africa’s Big Game. Coca-Cola produced the film in cooperation with The National
Parks Board of Trustees and The National Parks Game and Fish Preservation
Board of South Africa. 1958. Film. Accessed 16 July 2013. Available
https://www.youtube.com/watch?v=pw241y5qwbo. The story of South
Africa’s growth in conjunction with the advertising and usage of Coca Cola
products in the South African Kruger National Park. Film.
Comasarchive (YouTube Channel ID). “King-Size Coca-Cola Commercial (1961).” 9
February 2012. Accessed18 July 2013. Available
https://www.youtube.com/watch?v=kJqBbi0pyIk. A 1961 Coca-Cola
television commercial featuring a catchy jingle that conveys an emotional
motive for purchasing the Coca Cola product.
Frakdox (YouTube Channel ID). “The History of Coca Cola (1 of 10).” 16 January
2009. Accessed 13 July 2013. Available
https://www.youtube.com/watch?v=cNXTXJM4jLE. YouTube video clip that
traces the story of the history of Coca Cola.
Kuisel, Richard F. “Coca Cola and the Cold War: The French Face Americanization
1948-1953.” French Historical Studies, Vol. 17, No. 1., 1991. Essay on the
French response to the challenge of American consumer society through
Coca Cola in the postwar era.
Petersen, Tim. “The.Cola.Conquest.Part 3 Coca-Colonization France.” 6 December
2010. Accessed 14 July 2013. Available.
https://www.youtube.com/watch?v=DxjMqrZ6psw. YouTube video clip
explaining the corporate influence of Coca Cola and its desire to conquer
international markets.
Rubenstein, David M. Rare Book and Manuscript Library. Duke University Digital
Library Collection. Accessed 25 July 2013. Available
http://library.duke.edu/digitalcollections/oaaaslidelibrary/Company/CocaCola. Online database of Coca Cola advertisement images from the 20th
century.
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Lesson #3 (Day Five & Six)
Summary: Students will review the developments in print advertising since 1900
and how they have shaped the pursuit of the American Dream. Additionally,
students will connect print advertising to an American (national) identity and a
personal (individual) identity. Students will review print advertisements since 1900
and its impact on American consumerism through digital analysis of primary
sources. This unit will conclude with student teams presenting print advertisements
and how they have fueled U.S. consumerism and
Methodologies Used:
 Research skills in a computer lab
 Cooperative learning through analysis of digital documents in student teams
 Interdisciplinary connections (between U.S. historical events) by looking at
historical events and print advertising by decade within the 20th century.
 Video camera & recording technology so that students can review their
presentation skills and content can be referred to.
Activity Details: (Day 5)
Learning Activity #8 (20th Century Print Ad Video Documentary):
Students will be divided into 10 teams (2-3 students per team). Each team is
assigned a decade within the 20th century. For homework in preparation of this
class:
 Each team needed to assimilate 10 historical events of significance pertaining
to United States involvement in the world in terms of economic, political or
military impact for their assigned decade
 Each team needed to define “The American Dream” as they define it in 2013
(1) In the open computer lab, each team is allocated one computer to research print
advertising related to their decade. This time is also used to review and combine
their historical moments/events (between 20-30 items). Each group should review
5-7 print advertisements from their decade, save them into a word document, and
make connections between:
 The advertisement and US historical moments/events
 US foreign policy
 Print advertisement and consumers’ desire for the “American Dream”
Questions to be addressed by each print advertisement:
 Who is the audience?
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

What is the message of the advertisement?
What is it promoting? How? To Whom?
Students will have the entire class period to complete their assignment.
Activity Details: (Day 6)
This activity and unit will culminate with student team presentations that will be
videotaped in chronological order in ascending decade order through the 20th
century beginning with 1900-1910. The presentations will be recorded, edited using
Final Cut Pro and burned on a DVD by the teacher and shown in class over 1-2
additional classes. Future questions for discussion:
Regarding historical events:
 What makes a moment/event “significant”?
 Who is it important to?
 What is missing?
Homework: Students will write a paragraph (with a clear topic sentence and
developmental ideas) addressing how they think advertising and aggressive
corporate marketing shapes a national and personal identity – and ultimately a
culture (the way people live). This assignment should reinforce the work that has
been done in class over the past two days. It ensures individual thought for each
student (in case a few students within a group ended up doing a majority of the
workload).
Assessment & Evaluation
 Rubric for Student Team presentations (which will include a self evaluation
grade). Rubric enclosed.
 Completion of paragraph writing assignment (for homework)
Primary Source(s) used:
“Chronicling America: Historic American Newspapers 1836-1922.” The Library of
Congress, US Newspaper Directory. Accessed 20 July 2013. Available
http://chroniclingamerica.loc.gov/. Online database of Coca Cola print
advertisements from 1836-1922 in US newspapers.
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20th Century Print Ad Documentary Project
Name:_______________________/100 PTS
Assignment: This is a class project in which your class will create the content for a
documentary on Coca Cola Print Advertisements for each decade between 1900-2000.
You will be graded individually and cooperatively. There is also a self-evaluation grade
component to this assignment.
Works
Independently and
Cooperatively (Stays
on Task)
Communicate effectively
Rubric:
Unacceptable-0
Needs Improvement-30
Proficient-40
Exemplary-50
Student did not
communicate
effectively in writing or
orally. Final product
demonstrates an
unacceptable ability to
communicate
effectively.
The communication of ideas
and information within the
topic are not very clear and
misunderstood by the
audience.
The communication of ideas
and information within the topic
are somewhat clear and
understood by the audience.
The communication of ideas and
information within the script are
clear and easily understood by the
audience.
Communicates a somewhat
clear message to a specific
audience. Visuals were
acceptable but could’ve
provided a better visual to the
audience.
Communicates a clear message to
a specific audience. Topic was easy
for audience to understand with
excellent visuals that further
explained the topic.
Unable or unwillingly to
work independently or
cooperatively with
others. Unable to stay
on task. . Inattentive
and not involved during
a majority of the
project.
Needs improvement in the
area of working
independently or
cooperatively with others.
Able to accomplish few
assigned tasks. Has a
difficult time staying on task.
Often inattentive.
Works independently or
cooperatively with others most
of the time. Able to accomplish
most assigned tasks. Stays on
task most of the time. Attentive
on most occasions.
Works independently or
cooperatively with others all of the
time. Able to accomplish all
assigned tasks. Stays on task all of
the time. Engaged and a productive
member of class. Always involved
and attentive.
Communicates an unclear
message to a specific
audience. Visuals could
have been more appealing
and descriptive.