Teacher Work Sample by Henry Surgent

TEACHER WORK SAMPLE

CONSTRUCTED BY:

HENRY SURGENT

SETON HALL UNIVERSITY SECONDARY EDUCATION HISTORY

Table of Contents

CHAPTER 1: Contextual Factors…………………………..3-6 Community District and School Factors…………………….3

CHAPTER 2: Learning Goals and Objectives……………...7-12 Description………………………………………………….7 Learning Goals………………………………………………7 Figure 2.1……………………………………………………8

CHAPTER 3: Design of Instruction…………………........13-22 Pre-Assessment Design…………………………..…………13 Figure 3.1………………………………………………….. 13 Figure 3.2………………………………………………..…14 Figure 3.3…………………………………………………..15 Figure 3.4………………………………………………..…15 Unit Assessment Planning Table………………………...…16 Conclusions………………………………………………..22

CHAPTER 4: Analysis and Evaluation of Student Learning…..23-31 Goals and Objectives……………………………………….23 Format……………………………………………………..23 Student Details…………………………………………….24 Conditions…………………………………………………24 Scoring…………………………………………………….25 Figure 4.1………………………………………………….28 Figure 4.2…………………………………………………29 Figure 4.3………………………………………………….30 Figure 4.4………………………………………………….30 Results of Assessments in Lessons Related to Pre and Post Test Data……31 Conclusions………………………………………………..31 2

CHAPTER 5: Reflection …………………….……………..33-35 Reflection…………………………………………………….33 Modifications…………………………………………………34 Helping Students Learn………………………………………34 Professional Goals……………………………………………35

ADDITIONAL MATERIALS…………………………………36-48 Storyboard for a Reading……………………………………..37 Truman and Eisenhower Presidency Graphic Organizer……..40 10 Day’s that Changed America Elvis Question.................……41 Photographs Used in 1950s Photo Analysis…………………..42 Pre-Assessment………………………………………………43 Pre-Assessment Scoring Tool………………………………....45 Post-Assessment……………………………………………..46 Post-Assessment Scoring Tool……………………………….48 Lesson Plan…………………………………………………..49

CHAPTER I CONTEXTUAL FACTORS __________________________________________________________

COMMUNITY, DISTRICT, AND SCHOOL FACTORS: F

reehold High School, as my cooperating teacher and his fellow colleagues would describe it, is truly a representation of America. There are students from all backgrounds that enter the schools doors each day. Its major claim to fame however is from a student who never finished his schooling, Bruce Springsteen. The location of the school is in Freehold, New Jersey which is a part of Monmouth County. Students come to the school from all areas due to its vast Programs, but the primarily Freehold Intermediate School students come after 8 th grade. The school takes students from 9th to 12th grade. As of the 2009-2010 school year there were 1,494 student enrolled in the school. The Ethnicity and Race of the school favors White at 65.3% and the next closest is 14.5%. Asian and African American are both around 10%.

About 15% of the students are eligible for

free or reduced-price lunch program, which is half of the state average. Most of the students are of a middle socioeconomic status. When it came to HSPA preparedness the school fared well, and 97% of student achieved at or above proficient in Language Arts Literacy and 88% for Math. Parent involvement is a little bit about a 50%, which the school definitely looks to build upon from listening to teachers. The mission statement emphasizes the ability to develop global lifelong learners through a comprehensive educational program while offering diverse and enriching opportunities with a supportive environment. The support really shows with a low student to teacher ratio of 16.60. Freehold High School also offers a great deal of special programs such as the 4

Medical Sciences Learning Center (Med-Sci), Computer Science Academy (Comp Sci), and the Culinary Arts Program.

Freehold High School itself may at times feel like Frankenstein, made from many different parts, but the school as a whole has a cohesive nature. The oldest part of the building is located at the front, directly on Main Street of Freehold. The Main Office however, is located at 2 Robertsville Road. The school is composed of an A wing (3 floors) a B wing (two floors), and a much smaller C and D wing, both located at the back. The School has a larger gym as well as an auxiliary gym, wrestling room, and weight room. It is also a privilege Senior Year to eat lunch in the Senior courtyard located in the middle of the school. There is one larger media center and two smaller rooms for tech availability. The classroom in A106 is set up in three rows three desks in each row. The rows extend about five back, with the teachers direct in the front, opposite the door. There are two bulletin boards in the room, and one television and overhead projector. The classroom itself is minimal when it comes to displays, however it does not appear daunting or detrimental to students.

The organization of the classroom works well for students to work in groups or follow a lecture if needed. The teacher will usually assign students in groups according to where they are seating. Occasionally some students will need to turn around or move to the next row in order to complete group work. Earlier in the morning is busy with three classes in a row after Homeroom (two Academic US II’s and one AP US II).

Students who speak out of turn, get too noisy, or say

something in appropriate are dealt with swiftly, and with minimal repercussions. It only takes one time for the student or class to get back on task. The rules are simply, but are based around mutual respect for everyone. The teacher takes attendance as students arrive and then goes into the lesson about two minutes into the period. Constant social interaction is perhaps what promotes respectful 5

learning environments. Due to constant student centered and cooperative learning, students have built strong and amicable relationships, which make for better learning. All students are treated the same, and there has only been one recurring issue between two students. The teacher has since asked one student, aside from the class, to move their seat and the problem has since been resolved. When calling on students the teacher will accept raised hands, but will occasionally throw a question out to students not on task. During certain discussion lessons, he prepares a roster in order to involve every student. By having the philosophy of selling hope at the beginning of the year, every student believes they have the ability to succeed and learn. The Cooperating Teacher will often motivate students by reasoning with them. He shows them that he is fair, reasonable and that if they show effort there is no reason they can’t do well. Students respond well when they are not bombarded and have the immediate feeling upon entering a classroom that they will fail. This teacher believes that through showing students that an A is possible through good, honest work, they will achieve it. It is because of this that behavioral problems are really nonexistent.

All of the students in the Period One Academic United States History Part Two are Juniors. This would put most of them at the ages of 16 and 17. The gender make-up of the class is 12 male and 9 female students. The ethnicity and race is at a majority, white. There are two students who appear to be from the Pacific Islands. None of the students are of special needs although one student did arrive only a few days before the midterm. She is not going to be required to take the midterm examination. There is only on student with a C average, but most are somewhere between A’s and B’s. The culture of the class is made up of some athletes, a few quieter students, but for a first period 7:40 am class, the students are quite active. All students speak English. Most of the students learn from student centered lessons. Since this type of instruction is emphasized in the school students have become used to, and have perfected, these types of lessons. It is truly a win-win 6

situation because students seem to enjoy the work, and the teacher becomes merely the facilitator of their achievements. Most students are at a high skill level. They have been pushing in the school the AVID program and I believe that this has helped students raise their previous abilities and skill levels.

CHAPTER II LEARNING GOALS AND OBJECTIVES __________________________________________________________ DESCRIPTION:

ound in Table 2.1 is a sample Unit that focuses on the topic of cultural changes during the 1950s. Found in this section is a fair amount of primary examples. Due to the booming economy after the war, the 1950s were a time in which material items became more widely available and therefore we have sources today such as television, radio, and pictures of the time to reflect on. This Unit in particular also aims to not have students take everything they read in their textbook to be true. In one of the lessons students are also asked to analyze readings from the 1850’s, and discuss how women’s roles have changed? This Unit is important because it is taught aside from the politics of the 1950s. As you will see there is only one lesson that discusses the political agenda’s of two Presidents’, Eisenhower and Truman. Overall the purpose of this Unit is to focus students on cultural changes that have had a large impact on our society today and asking students to try and think about how they affect their own lives personally.

LEARNING GOALS:1 1. In what ways were American society and culture affected by an economy of abundance. 2. How and why did the Civil Rights Movement emerge? 3. How did American culture change during the Cold War? 4. What is a typical American? 5. Has culture truly changed at this time in America’s history? 6. What were some of the major ways in which new technologies affected the lives of all American’s 7. Did postwar America impact society in a positive or negative way? (eg. How did it affect women differently than men?)

Learning Goals 1-4 are from the Freehold Regional High School District Curriculum Guide for United States History II.

Table 2.1: Sample Unit Assessing Student Knowledge of 1950s Culture Unit: The Postwar Boom Grade Level: Grade 11 Subject: United States History II

OBJECTIVES

NEW JERSEY CORE LEVEL OF THINKING: BLOOM’S TAXONOMY CURRICULUM HLQ: HIGHER LEVEL QUESTIONS CONTENT STANDARDS

SWBAT understand the changing roles of women after World War II through watching an episode of "I Love Lucy," and completing an graphic organizer about the roles of both men and women.

SOC.9-12.6.1.12.C.13.d

* SWBAT compare the role of women in the home during the late 19th century to the household duties and lifestyle associated with women of the 1950's through photo and reading analysis.2

Relate American economic expansion after World War II to increased consumer demand. SOC.9-12.6.1.12.D.13.f Relate the changing role of women in the labor force to changes in family structure. SOC.9-12.6.1.12.C.13.d Relate American economic expansion after World War II to increased consumer demand. SOC.9-12.6.1.12.D.13.f Relate the changing role of women in the labor force to changes in family structure.

ANALYSIS COMPREHENSION HLQ: Are there elements of 50's gender roles in today's society? Which element s of 50's culture do you find most outdated? How do you feel gender roles will change in the future? SYNTHESIS ANALYSIS APPLICATION COMPREHENSION HLQ: Has the role of women's work changed in these two era's? How does the world surrounding them make a difference?

* - Objectives with this symbol represents a lesson in which the Seton Hall Supervisor, Mr. Flashberg was present.

**SWBAT further understand the events of the 1950s through the analysis and discussion of photos from the period.3

SOC.9-12.6.2.12.D.4.g Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war.” SOC.9-12.6.2.12.C.4.b

ANALYSIS EVALUATION HLQ: What could a possible caption for each of these pictures have been? Which photograph does the worst job of conveying its message? Why?

Compare and contrast World Wars I and II in terms of technological innovations (ie, industrial production, scientific research, war tactics) and social impact (ie. National mobilization, loss of like, and destruction of property).

*/**SWBAT illustrate their understanding of key cultural changes during the 1950s through completion of an AVID strategy that has students draw key terms from the chapter.

SOC.9-12.6.1.12.B.13.a Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities. SOC.9-12.6.1.12.13

EVALUATION COMPREHENSION ANALYSIS APPLICATION HLQ: How could these examples and drawings have been translated into a political cartoon? What are some of the worst ways to convey each of these terms in a cartoon form?

The Civil Rights movement marked a period of social turmoil and political reform, resulting in the expansion of rights and opportunities for individuals and groups previously discriminated against.

** - Objectives with this symbol represent a lesson in which an AVID (Advancement Via Individual Development) strategy was used.

SWBAT discuss the affect of media (such as the Ed Sullivan Show) on teenagers and parents culture in the 1950's.4

SOC.9-12.6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.

SWBAT compare the roles of men and how they are to treat women in the 1950's through viewing a video about getting a date, made in the 1950's and a worksheet

SOC.9-12.6.1.12.D.13.f

SWBAT understand the differences between the Truman and Eisenhower presidencies after completing a definition sheet outlining the domestic and foreign policies of both men.

SOC.9-12.6.4.12.K.5

Relate the changing role of women in the labor force to changes in family structure.

ANALYSIS APPLICATION EVALUATION HLQ: What are some of the television shows that have had such a dramatic impact on our society? How is this different to the Ed Sullivan Show?

ANALYSIS COMPREHENSION KNOWLEDGE HLQ: Were women's roles justified after seeing how men would treat them outside of the home?

Analyze political trends in post war America, including the major United States Supreme Court decisions and the administrations of Harry Truman, Dwight D Eisenhower, John F Kennedy, and Lyndon B Johnson.

ANALYSIS COMPREHENSION KNOWLEDGE HLQ: Why do you feel that historians have had a more favorable opinion of Truman than during his presidency? Do you agree with Eisenhower's choice to avoid controversial issues? Which president do you feel would most likely get elected today?

Students viewed clips from the series “10 Days that Unexpectedly Changed America.”

SWBAT to demonstrate their knowledge of the changes of the 1950s through participation in a review game.5

SOC.9-12.6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.

SYNTHESIS ANALYSIS COMPREHENSION KNOWLEDGE

SOC.9-12.6.1.12.B.13.a Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities. SOC9-12.6.1.12.D.13.a Determine the impetus for the Civil Right Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans. SOC.9-12.6.1.12.C.13.d Relate American economic expansion after World War II to increase consumer demand.

Review game used was a spin on the childhood game of “Red Rover.” Students were split onto two teams and would then call a teammate on the other side to answer a question. If they were incorrect they went to the opposing team. If they answered correctly they would stay on the team they are on.

SWBAT to show their knowledge of the 1950s through completion of a quiz, as well as, what they know about the next chapter through a preassessment worksheet.

SOC.9-12.6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS

CHAPTER III DESIGN OF INSTRUCTION _________________________________________________________ PRE-ASSESSMENT DESIGN:

he Unit chosen for the pre-assessment was already the third Unit covered during student teaching. Students had experienced two previous tests under my instruction. Grades on the first test were unsatisfactory, most likely due to the fact that it was a combination of my own and my cooperating teacher’s methods and questions. We had worked together on the scoring for this assessment as well but students answers were just not what we had expected. This preassessment was designed to show students exactly what we would be covering in the new Unit. The day in which the pre-assessment was given did not particularly have a factor in the student’s responses. Students had just finished the previous Unit on the Korean War two days earlier. After the test was given for the previous unit, the nest day consisted of the I Love Lucy video clips, which can be seen in the objectives listed in Chapter II. Students were given the pre-assessment the next day in order to not overload them with assessments. All students in Period 11 took the pre-test. There was no need for accommodations. Although some students do receive additional time, the pre-test only took up 20 minutes of class. 6 The pre-test was scored out of 40 points. There were five matching questions, as well as three essay questions. The pre-assessment was made with the post-assessment in mind. Only real difference between the two can be seen in subtle differences which helped students to narrow their answers and understand my expectations.

Figure 3.1 depicts the pre-test scores from students in Period 11. In addition this graph represents the Pass/Fail line which indicates which students would have failed the pretest. There were not many surprises on this first graph. It was apparent that students SD and ZF both have

100.00% 90.00% 80.00% 70.00% 60.00% 50.00%

Pass / Fail Pre-Test

40.00%

PreTest Pass/Fail

30.00% 20.00% 10.00% 0.00%

B C JC TD SD ZF SF SG G A EG G C H B M G TM O K R A LR R K S M T C T N

FIGURE 3.1 PRE-TEST SCORES AND PASS/FAIL LINE (PERIOD 11)

Students that are allowed extra time (CG,MS)

a great deal of interest in history.7 Both would continuously ask questions about the topics of instruction. Asking additional interesting factors, or trying to relate the information to some other time in history. It was clear that there scores would be higher than the rest, only surprising that they were not higher. This is most likely due to the specificity of some of the cultural questions. Both did well with this question: 2. What are some of the accomplishments of Truman and Eisenhower during their terms as president? (List 3 accomplishments for each)

The main reason why both SD and ZF did so well with this question is that all it is really asking is the basic outcomes of these two presidencies. This question is basic comprehension, no real analysis or synthesis needed. The two cultural questions however they did not fare as well. One student who did not score as low as I might have thought was student NT. This young man has struggled throughout the semester when it comes to work inside the classroom, let alone outside the school. He is often absent and when in school has trouble concentrating. He even struggled with most of the matching questions which were also basic comprehension and outside knowledge. Through his responses in this section it was apparent that History might not have been his strongest class.

FIGURE 3.2 MALE V. FEMALE PRE-TEST AVERAGE WITH CLASS AVERAGE 100.00% 90.00% 80.00% 70.00% 60.00% 50.00%

47.78% 43.25%

39.55%

Pre-Test Class Average

43.25%

40.00%

Pre-Test Avergae

30.00% 20.00% 10.00% 0.00%

Pre-Test Average Pre-Test Class Average Male

Female

The second graph seen in Figure 3.2 is a basic of the class average on the pre-test to the average pretest score based on sex. This graph shows some things that were unexpected because most of the young ladies in my class are always attentive and taking notes. The boys on the other hand can sometimes be a little bit more concerned with their social life (perhaps I just don’t see/hear the girls 7

Student ZF is a new student this year to Freehold High School and was originally from India

discuss their personal lives). One male student in particular LR, asks to go to the bathroom every day.8 The men of the class however hold four of the top five highest scores in the class. 9 They also hold the two lowest scores in the class. 10 These are all potential reasons for their low gender average.

FIGURE 3.3 PRE-TEST SCORES AND PASS/FAIL LINE (PERIOD 3) 100.00%

Period 11 is the smallest class of 80.00% the day when it 70.00% comes to the 60.00% Academic setting. 50.00% Pass / Fail Period 3 40.00% Series Pre- 2 conversely is the Test 30.00% largest class of 20.00% Academic 10.00% students 0.00% throughout the day. Figure 3.3 shows the pre-test scores of my Period 3 class in hopes to try and shed some light on certain topics in education. It could be argued that because of the smaller class size Period 11 gets more individualized attention. Although there are only 5 more students it could be argued that Period 3 is lacking that one-on-one attention. As Figure 3.4 shows 100.00% below, it is a fact that Period 3 did not average as high as 80.00% Period 11. The difference 60.00% however is so slight that it can 43.25% 42.40% Period 11 be argued that all students 40.00% received the same amount of Period 3 individual instruction. Period 20.00% 3 also had five people score a 0.00% 65 or higher. SB A D SF G C a G D r G D G Z H D H M K M K R JLe L A v JLe JM JO SR S N S H S E S P T A JW LY Z T

90.00%

Pre-Test Average

FIGURE 3.4 PRE-TEST AVERAGE SCORES (PERIOD 11 AND PERIOD 3) 8

This has caused quite a problem for me because I know he will not do his work in addition to the school restricting bathroom privileges to students who they always see in the hallway. Solution: I have told student LR that when he wants to use the restroom he has to complete at least half of his work before he can go. He has responded well 9 MS, TD, ZF, SD 10 GM, KO

UNIT ASSESSMENT PLANNING TABLE: OBJECTIVE:

TOPIC/ACTIVITY

PRE-ASSESSMENT 1. IN WHAT WAYS WERE AMERICAN SOCIETY AND CULTURE AFFECTED BY AN ECONOMY OF ABUNDANCE.

ASSESSMENT

STUDENT REACTION / MODIFICATIONS / ADAPTATIONS

Matching and Short Answer Quiz Topic: SWBAT understand the changing roles of women after World War II through watching an episode of "I Love Lucy," and completing an graphic organizer about the roles of both men and women.

1. Completion of “I Love Lucy,” worksheet

Topic: SWBAT discuss the affect of media (such as the Ed Sullivan Show) on teenagers and parents culture in the 1950's.

1. Completion of short answer questions.

2. T-Chart (Women’s and Men’s Roles)

Students thoroughly enjoyed this lesson and even found this show to be funny by today’s standards. Modifications: 1. Showing more than one episode might give students an opportunity to see more roles of the 1950s.11 2. Father Knows Best is also a popular show at this time to reflect on. Students were not shown the whole video, so they did ask to see the end although due to scheduling we would have gone off track had we watched the whole video. Modifications: Perhaps watching other live performances of the 1950s. The Supremes were a regular on the Ed

Episode shown “Men Are Messy”

Sullivan show. These performances could be linked to racial implications in the 1960s for another days lesson 2. HOW AND WHY DID THE CIVIL RIGHTS MOVEMENT EMERGE?

Topic: SWBAT further understand the events of the 1950s through the analysis and discussion of photos from the period.

1. Completion of AVID worksheet. 2. Completion of exit ticket.

Students generally enjoyed these AVID strategies, and this was one of their favorites. Photo Analysis works well for teachers as well because they decide what photo’s to discuss and teachers can highlight a great deal of different areas of interest. Modifications: 1. Including different pictures is a way in which to cover more topics. 2. Asking students to come up with their own captions for the photographs as they do in other AVID strategies could help to assess their total understanding of the photo.

Topic: SWBAT discuss the affect of media (such as the Ed Sullivan Show) on teenagers and parents culture in the 1950s.

1. Completion of short answer questions.

This lesson also has implications for Civil Rights because Elvis drew a great deal of his influences from African American music. He is also known for dressing in clothing from African American stores.12 Modifications:

Lansky Brothers is one of the more popular places in which Elvis shopped. This was a predominantly African American clothing store.

Showing students examples of Elvis’ influences might have strengthened the reasoning’s behind why Elvis became so popular and they did not. 3. How did American culture change during the Cold War?

Topic: SWBAT compare the role of women in the home during the late 19th century to the household duties and lifestyle associated with women of the 1950s through photo and reading analysis.

Topic: SWBAT illustrate their understanding of key cultural changes during the 1950s through completion of an AVID strategy that has students draw key terms from the chapter.

1. T-Chart (Women’s and Men’s Roles) 2. Completion of accompanying questions for reading.

1. Completion of worksheet.

Students were asked to do quite a bit in this lesson. It encompassed a primary source reading from 1950 as well as from 1850. Students enjoyed that they were reading a college level reading assignment from 1850. This information was given to them to reassure them that they were doing great work. Modifications: 1. Supplying the reading for homework would allow more time for discussion in class. 2. Assigning the whole reading for class would have been another possibility. Students using this strategy get to express themselves creatively something not always highlighted in a history class. Some students really shined and showed off a great deal of effort in their drawings. Modifications: 1. Assigning students into groups and working with only one term 19

4. What is a typical American?

Topic: SWBAT understand the changing roles of women after World War II through watching an episode of "I Love Lucy," and completing an graphic organizer about the roles of both men and women.

1. Completion of “I Love Lucy,” worksheet.

Topic: SWBAT compare the roles of men and how they are to treat women in the 1950's through viewing a video about getting a date, made in the 1950's and a worksheet

1. Completion of worksheet.

2. T-Chart (Women’s and Men’s Roles)

2. Completion of exit ticket.

would allow more time for creativity. 2. Giving students a larger area to work with instead of a worksheet allows for more creativity. This lesson got students to think about a typical day in the 1950s. Although Lucy and Dezi in the show don’t live ordinary lives, the roles in which they take on are accurate. Modifications: A reading would be another way in which to highlight the roles of both men and women at this time. This type of lesson gets students very excited, and is best for a Friday, or a day after serious rigor was applied. The lighter side of this instructional video is also very informative about the types of activities young adults would engage in.13 Modifications: 1. Using something other than a worksheet would work best here. 2. Trying some other videos that have a more serious tone in nature might also work to an advantage.

Video clip used was from the Coronet Film, “What to do on a Date.”

5. Has culture truly changed at this time in America’s history?

6. What were some of the major ways in which new technologies affected the lives of all American’s

Topic: SWBAT compare the role of women in the home during the late 19th century to the household duties and lifestyle associated with women of the 1950's through photo and reading analysis.

Topic: SWBAT discuss the affect of media (such as the Ed Sullivan Show) on teenagers and parents culture in the 1950's.

Topic: SWBAT illustrate their understanding of key cultural changes during the 1950s through completion of an AVID

1. T-Chart (Women’s and Men’s Roles) 2. Completion of accompanying questions for reading.

1. Completion of short answer questions.

1. Completion of worksheet.

This lesson got students to question the validity of their book. In their text, it places women under the change of culture section. Students, by the end of this lesson were able to argue that women’s culture had not necessarily changed, and if it had at all, it might have been for worse. Modifications: N/A This lesson again was enjoyable for students as they got to watch a video that perhaps most of their parents saw. It was also a popular topic as many students picked Elvis for their Third Marking Period Project14 Modifications: This lesson did not necessarily relay the total importance of the television to the success of Elvis. Providing some opening information about the advancement of television could have been used During this lesson, many students discussed and drew consumerism since it was a term from the book. Others highlights Rock and Roll as it was

Third Marking Period Project was a 1950s and 60s culture project in which students picked some sort of cultural outbreak from these two decades, wrote a short paper on, and then presented on its significance to the time period.

strategy that has students draw key terms from the chapter.

7. Did postwar America impact society in a positive or negative way?

Topic: SWBAT compare the role of women in the home during the late 19th century to the household duties and lifestyle associated with women of the 1950s through photo and reading analysis.

also a term in their text. Almost all of the students who chose these words drew Elvis or some representation of him.

1. T-Chart (Women’s and Men’s Roles) 2. Completion of accompanying questions for reading.

Modifications: Telling students that they needed to draw certain topics would have been a way to ensure they got key ideas. By letting them draw both consumerism and Rock and Roll they could almost have the same thing. Students found that it might not always have been good a change for the best in the 1950s. Students enjoyed going against what their book might have told them. Modifications: N/A

CONCLUSIONS: A good deal of this Unit was produced through the constant collaboration with my Cooperating Teacher. We decided that splitting the Unit into cultural and political changes of the 1950s would

help us to devote more time to each topic. This allowed for more discussions and higher level thinking within each day’s lesson. Students also responded very well to the cultural changes of the time. With Freehold’s rich history in music, it made sense to highlight certain artists such as Elvis, and Chuck Berry in some of the lessons. Students really the video about the day in which Elvis appeared on the Ed Sullivan show. For this reason it was included on the post-test as well. In this class there was also a sense of community established between myself and the students. Acting as the facilitator was more of my role in the Period 11 class and for this reason most of the lessons were designed around student activities. Every student in this class appeared to have some sort of working relationship, so breaking students into groups was simple. Most of the assignments were student centered for this reason. Towards the beginning of the experience, students also were not as well equipped for dealing with primary sources. There had been a few times before this where a primary source analysis was the major part of the class.15 Students excelled in the primary source readings for this Unit. The source made available to them, during this Unit was also one used in a college course. It was important to let students know that the reading was difficult and that they needed to pay extra special attention to the material. Using technology is a large component of the classroom instruction; however it does not dominate the lesson. In each of these lessons either a short Power Point or Prezi was given to highlight key information. Technology was never at any point a crutch. A large problem with the technology however, is that students were continuously copying it word for word. In order to deter this, single words or phrases were used in later presentations. This caused students to focus more on what the teacher was saying rather than the Presentation. In addition using the whiteboard for information needed throughout the days lesson were sometimes included. Especially on the day in which there was a photo analysis. Students would be given terms in which to categorize the photographs they were observing. Again however, technology was never the basis of the entire lesson; it was only meant to provide a visual stimulus to keep some students on track.

CHAPTER IV EVALUATION & ANALYSIS OF STUDENT LEARNING 15

An example of this primary source reading was the conferences at Potsdam and Yalta in which students had to find the conclusions drawn out by each conference.

__________________________________________________________ GOALS AND OBJECTIVES:

he post-test was given to students in the period 11 class for several reasons. Due to the smaller class size, students were able to meet the goals and objectives of the lesson more easily with more time for review. Although the other two Academic US History II classes were able to meet the criteria for each day’s lesson, the time necessary to develop and answer higher order questions was not always available. The post-test used was an aligned with most of the higherlevel questions for the chapter. It was geared toward not just assessing what students could reiterate from the chapter but also what they took for each day’s lesson instead of reading directly from the book. If it were only necessary to read the textbook, there would appear to be no reason to come to school. Therefore it is important that each day we develop higher level questions meant for outside the text reading, and that is what this post-test was assessing.

FORMAT: After already administering two tests during the first month of student teaching, it was clear that students were having a somewhat difficult time with short answer questions. The first test which dealt specifically with World War II was a combination of my own and my Co-operating teacher’s lessons. It was clear that students were not responding well to the transfer of power and this was apparent while grading those tests. Upon grading the second test on the Korean War, there was serious improvement in the essay portion of the exam, but a sharper drop in the short answer section. After review of both tests, it was apparent that the short answer was that students needed to concentrate most of their attention on. For this reason this post-test was largely based on short answer questions. In all there were three short answer questions preceded by five matching questions. The matching questions were placed at the beginning of the test to trigger student’s memory about basic material from the unit. There were more answers given than questions to answer. None of these questions were higher level. (See example): ______1. This landmark court case broke the ruling that separate but equal was constitutional (Plessy v. Ferguson) and allowed African Americans to enter white schools.

After completing five matching questions, students moved on to the short answer portion. There were three short answer questions given in which students had to respond to all three. These questions were given a slight variation however, from previous assessments. For this post-test, after each question, there were a series of bullets which helped to perhaps give students a target answer. 24

1. List four specific cultural changes during in the 1950s that helped Elvis to

become so successful. (Refer to African American Culture, Teenage Culture, Media Culture) • • • •

By prompting student responses, they were able to zero in on what my expectations were for their answers. The results prove as seen in Figure 4.1 that students excelled well given certain prompts for their answers.

STUDENT DETAILS: All students were present on the day of testing. It is my opinion that tests work best when administered on a Tuesday. This post-test was given on Tuesday, March 27, after a review day on Monday. Students who wish to do well and work hard to do well will study over the weekend. Giving them the weekend is what most teachers do and then test on Monday. This however can cause problems because we are not necessarily experts on our student’s lives over the weekend. It can be argued that should an issue arise outside of school that must be addressed on Monday, students may be given an optional day. However, giving them the extra day already and assigning the test Tuesday creates a lot less pressure over the weekend. In this class specifically there are eleven girls and 8 boys. A small classroom size as discussed in “Goals and Objectives” section allows for great additional time in each class for higher level discussion. There are no students in this class that are special needs. Two students CG and MS do receive extra time but on during this post-test did not need the additional time.

CONDITIONS: The atmosphere of this test was very calm and relaxed which can be attributed to the fact that all but one student was present for the review on Monday 16. This information will be shown and explained in the graphs at the end of the chapter. Students upon entering the classroom were allowed to ask questions that were appropriate. Questions that were basic in nature were not answered. Once questions were completed students were asked to clear their desks and to be silent as tests were being handed out. Once tests were handed out each section’s directions were read aloud and

Absent student (NT)

students were asked if they understood their task. After no response, students had the rest of the 45 minute period to work.

SCORING: Once test had been collected scoring was broken into two sections and point systems. Because this test was out of 40 points each section held a different weight. Matching questions were worth two points each and simple correct or incorrect answers. This section counted for a total of ten points. Students thrived in this section of the post-test. Only three students did not receive a perfect score from this section.17 The second section of the post-test was comprised of three short answer questions which were each given a ten point value. Each question was scored differently based on student responses. The first questions read as follows: 1. List four specific cultural changes during in the 1950s that helped Elvis to become so successful. (examples of African American Culture, Teenage Culture, Media Culture) • • • •

This section was graded based on students listing four examples of their own choosing. Students who missed one would receive two points off, and so on and so forth for each additional question missing. Since the question was worth ten points however, students would receive one point for a non-specific answers.18

The second short answer response was also worth ten points and was broken down into two sections of its own. The second question reads as follows:

Students who did not score perfectly on the matching section (GM,KO,NT) Non specific answer: Elvis Presley became successful because Civil Rights was on the rise Acceptable response: Elvis Presley was helped to become successful because of African American influences of R&B music as well as shopping at renowned African American clothing stores such as Lansky Brothers

2. What are some of the accomplishments of Truman and Eisenhower during their terms as president? (List 3 accomplishments for each) •

Truman

• • Eisenhower • • •

This question was much tougher to grade because students were having a great deal of trouble deciphering which president had accomplished what. Brown v. Board was a commonly misplaced accomplishment in this question. No points were added however if students wrote the answer in the wrong spot. The reason for this, is that it is essential to understand that Truman was an avid supporter of Civil Rights however, Eisenhower although not as concerned was able to be a part of this historical court case which overrules Plessy v. Ferguson. Another common mistake was, not clearly stating under Eisenhower the “Federal Aid Highway Act.” Most students responded with just “Highways,” or something similar. These students were also awarded no points. Students were given an entire lesson on the accomplishments of these men so responses needed to be concise.

The third and final question was based on another two section question which was covered in a two day long lesson. The first day discussed the television show “I Love Lucy.” This use of media was aimed to show students the changing roles of women in the 1950s as described in their books. IN addition to this lesson a primary source analysis day was also conducted. This lesson brought primary sources from a magazine article on women’s duties in the household and a short excerpt from “The American Woman’s Home,” which was written in 1850. 19 Students on both days were asked to locate the roles of both men and women in during the 1950s. Questions three in the short answer section reads as follows:

3. Write 4 examples of men’s roles and 4 examples of women’s roles in the 1950s

Catherine Beecher, The American Woman's Home (New York: J.B. Ford and Company, 1872), page nr.

•

Men’s Role’s

• • • •

Women Role’s

• • •

Scoring for this section was less for each bullet answered. Students received one point for each of the following bullets that they could answer. A common occurrence in this section of the post-test was students giving similar responses. Students might state that the woman’s responsibility was cleaning and on another bullet mention laundry. This was something that during the review was explained as not acceptable since they can be considered some of the same household duties. However students who were looking to perhaps receive a partial credit were more likely to do this.

FIGURE 4.1 PRE AND POST TEST RESULTS (WITH PASS/FAIL LINE) Figure 4.1 is a basic graph which is aimed to highlight student improvement from the pre-test to the post-test. Being as this was a entire chapter assignment which covered four section students can really look at this data and feel positively about their success. It is important to note that student SD scored second highest on the pretest next to student ZF. This student is also enrolled to take the Advanced Placement History although he is in Academic US History II. For this student there have been a number of additional assignments provided in order 28

to get them on pace with the Advanced Placement students. Although most of the assignments have

been practice tests/DBQ’s/essays it is clear from his perfect score on the post-test that he has been focused on his studies for my class at home. Another interesting case is student NT. This student has had a number of problems throughout the semester. After learning on parent teacher night from this young man’s mother that he suffers from insomnia, his results became more reasonable. Student NT was also not present on the review day that Monday. He was expected to take the test Tuesday. Although even though NT was not present for the review neither was student AR and although her scores was not at the highest in the class student AR did improve from a 35% pre-test to a 92.5% post-test. This proves that although the review is helpful, it is not necessary to achieve a high score. Student NT could have been suffering particularly due to his insomnia or lack of study/concern over the test.

FIGURE 4.2 MALE V. FEMALE PRE AND POST TEST AVERAGE Seen above, Figure 4.2 is showing the improvement of students based on gender. It is clear to see that the young ladies of the classroom exceeded the men after being behind from the results of the pre-test. These young ladies sparked about a 67% in their overall post-test average. It is hard to determine what caused this large jump in results, but it could be explained in the proximity section. For this section we will look specifically at the young men of the class. There are only two less men in this classroom so to say that they have a smaller pool would be true but would not affect the results a great deal. It could be attributed to the large success they had on the pretest. These men started with around an eight percent better advantage. Two of the three highest scores on the pre-

test were men.20 Two of the three lowest scores were also women so there was also a great deal of ground to make up for in the post-test.21 If we were to also take out student NT, who from reading Figure 4.1 it is apparent that he was underprepared for the test, the male’s average rises to about a 93.44%, a whole 2.1%. The females of this graph however are a bit more interesting due specifically to their proximity in the classroom which is explained in Figures 4.3 and 4.4.

FIGURE 4.3 STUDENT CLASSROOM PROXIMITY

20 21

Highest male scores on the pretest (ZF-75%, SD-70%): Highest female score (BC-65%) Lowest male score on the pretest (LR-25%): Lowest female score (GM-25%, KO-25%)

FIGURE 4.4 STUDENT POST-TEST AVERAGE BASED ON PROXIMITY

Both Figures 4.3 and 4.4 deal with the same obscure but relatively forgotten topic of proximity. Proximity for teachers is something we think about every day. We stand in front of the class and are constantly in a state of motion which we do to help students stay on task, to monitor their behavior, or simple because our rooms are just too big to stand in the front and students in the back can’t hear us. However, students are also in proximity to you and your desk. Although teaching from the desk is never done in my classroom the results prove that students who sit close in relation to my desk and the board have better results. The only fourth of the classroom to come close was the third row and they started out with quite an advantage. In addition to this information, 5 out of the 6 student who sit at the front of the class are female. This could attribute to their large success from the pre to post test you see in Figure 4.2. Not necessarily the worst part but the most proving part that proximity in the classroom matters is the results of the fourth row. This is also the row in which student NT sits. It is hard to single him out because of the certain problems he may be facing but take him out and the new average is a 92.5%. What is also overlooked in this graphic is that the second row had three 100%’s and was only .3% points away from being ahead of row three. Additionally, the entire fourth row is male and they all sit next to each other.

RESULTS OF ASSESSMENTS IN LESSONS RELATED TO PRE AND POST TEST DATA: There were only a few types of assessments at the end of each lesson, which varied from writing a short response, to completion of a worksheet/graphic organizer, and sometimes discussions. This chapter however, the questions that were placed on the test were used straight from notes. One of the questions was actually gone over way day as the assessment and then the following day as a Do Now in order to reinforce the importance of the topic and to segue into a new lesson. 22 Also, the lesson on 1950 women’s role’s was done for two days straight so it was perfect for developing some sort of short answer question from.23 What also helped students with this post-test was the subtraction of an essay question. Through review of previous assessments students succeed at either the short answer or the essay, rarely both. This post-test gave students a chance to focus on one thing only. In addition question number two on the post test, was delivered in a two sided PowerPoint, which perhaps helped students to visualize their answers better. 24

CONCLUSIONS: Based on the data collected, and measuring the serious improvement, it is safe to say that all students developed some sort of knowledge about the chapter. This is not to say however, that areas of improvement are not needed. Students improved perhaps because they were able to focus in more on one section of an assessment rather than going from one part to the next. Thinking myself as a teacher, what would happen if we were to put the essay first? Would this discourage students or would they rise to the occasion and perhaps due the lower level thinking matching questions last? Perhaps reordering the structure of our tests could help improve student success rather than assuming it’s that they are bad essay writers, or don’t know how to construct a short answer question. Student may have also improved drastically in this section because of the prompts given to them at the end of each question. It can often be hard sometimes to know how much a teacher is looking for. “How long does this have to be,” can be a commonality in which a teacher promptly responds, “long enough to answer the question.” Instead of this, prompt students with a certain number of responses, just as you would for a matching section. This allows them to think deeper about their answer and make sure they are completely answering the question. It also gives students a place to stop at. In this class specifically on a previous assessment, one student actually provided all the right

Question #1 - List four specific cultural changes during in the 1950s that helped Elvis to become so successful. (Relate to African American Culture, Teenage Culture, Media Culture) 23 Question #2 - What are some of the accomplishments of Truman and Eisenhower during their terms as president? (List 3 accomplishments for each) 24 Questions #3 - Write 4 examples of men’s roles and 4 examples of women’s roles in the 1950s

information but carried on too long until his answer was at parts wrong and points were deducted. 25 This prevents both of these problems with student answers. In addition, most of the short answer questions on this post-test were reiterated throughout previous lessons. Repetition is something teachers can preach about but until you actually do it in your classroom will you see the results. We cannot just assume that our students will be doing this on their own time. In summation, any number of these things could have led to a higher student success. As stated in the first section based on “Goals and Objectives,” if students could take the textbook home, read it, and pass the test, there would be no reason to come to school. Effective lessons, higher level thinking, and repetition can all be key factors to the success of this post-test.

Student ZF, who also scored highest on the pre-test, wrote a response to the outcomes of the Korean War test with all the information that was needed, but went too far and included information that was untrue and therefore points were deducted.

CHAPTER V REFLECTION AND SELF EVALUATION __________________________________________________________ REFLECTION:

ecoming, and finding your own voice as a teacher can, at the beginning of your student teaching, be difficult to do. Often times we are focused on acting, moving, and teaching just like our Cooperating Teacher does. This is of course reactionary especially when you are under the guidance of a teacher that has influenced you. This was my experience the first two weeks. This Teacher Work Sample however, helped me to develop my own ideology and voice. There are certain things that we must do and learn in order to assess how our students will learn best. We must examine our own teaching styles as well in order to present a cohesive and overall successful classroom. Even after attending the high school in which my student teaching was done, it never occurred to me that outside factors such as students in the Computer Science program could have such an impact in my own classroom. It was harder while in the seats as a student that most of the time, we (being students) bring outside the classroom activities in with us. This TWS has also helped me to understand a great deal about collaboration with others. Without the help and support of the numerous teachers around me in the school, my Unit might not have gone as well. Although this experience was about developing my own voice, we learn best from others in this profession; taking away things we like and dislike about others classrooms. It is also important to develop your own teaching philosophy, and this experience has allowed me to think about student success and its importance in my classroom. In my classroom every student can succeed. Throughout this Unit students might have been having struggles outside the classroom and missed some assignments. It is important that as teachers we are willing to understand and allow students time to make things up without consequences. Too often we get caught up in being high strung, or taking off point’s everyday something is late. This experience has taught me that you are only setting yourself and the student up for a loss. What we need to learn is that something’s are going to be late but the overall purpose is to make sure they get the assignment complete so that they learn something. This experience has also taught me the importance of assessment analysis. Not necessarily pretesting because it may give some students the wrong idea, as if they know nothing. Assessing your assessment, however, is crucial to proving your worth as a teaching. Through analysis done in Chapter 4, it is apparent that students learned a great deal. True, the numbers are only bolstered by the fact that most, if not all students failed the pre-test, but the result is what matter most to me.

MODIFICATIONS: The way in which the post-test was structured was quite basic. Not to detract from student success since the grades overall were tremendous, all students needed to do was pay attention during class and studied somewhat. Changing the structure and questioning on the test is something to revisit. Doing a little more analysis of perhaps of primary source documents or photographs (cartoons) would cause students to reach a higher level of thinking from what they already know. Since we had done some photo analysis on the lesson it might have been more beneficial to test their analysis skills with a different picture. Having additional sources that students have not seen before but can still apply to what they have learned is a true assessment of how much they have learned/studied. Even though tests primary focus is to assess your knowledge, it should cause you also to apply this knowledge, not just reiterate it. It seems as though upon revisiting the assessment, this was all that was asked of students. This could be a case however, of giving them a similar pre-test. Giving a completely different structure to the pre-test altogether is something to look into as well. The layout was essential the same as the final assessment. Besides the basic changing of matching questions and prompting student responses, the two were virtually identical. Homework assignments were also another issue my Supervisor discussed for some of my lessons. Homework has never been an idea for every night in my classroom. Only once or twice over the three month period had my students been given homework other than current events and the response from those was less than satisfactory. Homework works best when it enhances the learning done in the classroom. The hardest part about it however, is that most students just will not do it. Trying to get students to complete homework is more of a modification to look towards. When students are in the classroom we have control of their learning and at home we don't.

HELPING STUDENTS LEARN Thinking back to certain students, it was apparent that they had a serious interest in History. Some were constantly asking questions while other remained on the sidelines and were a great go-to when no one else had the answer. Two students strike my mind as those that my teaching impacted them outside the classroom. SD, from my period 11 class is something that performed well throughout my student teaching experience. He was more of the type that would always ask questions or relate something we were talking about to another period in time. He did however show signs of laziness at times. Through research we had learned that he was taking the AP Social Studies test in May. The way in which we impacted his learning outside the classroom was providing additional information to him. Practice tests, sample essays, sample multiple choice tests, were ways in which we could impact his learning, which translated well into his a focus in our own classroom. Another student was DG, in my period 3 class, again, another student with serious knowledge, but just a complete lack of effort. Not necessarily did my efforts impact his study habits, or how he conducted himself in the class, but by building a relationship with him, he began to show more interest. My Cooperating teacher always said, you know that one thing about them and you instantly make that connection. He was one of the students that really put forth serious effort once I had done the same to learn something about him. 35

Another student perhaps that was not on the side of a success story was student NT in Period 11. It was clear that in Chapter 4 this young man had some serious problems. Constantly absent and a complete disinterest in doing well in the class marked our entire time together. It was most difficult to get to him, mostly due to the absences’. Something to think about for the future here however is a constant conversation with the parent(s). Seeking them out on a regular basis is something that could have been done a bit more. The mother, who we had spoken to a few times, only seemed to call when things were going well. It was difficult to see where he would be going because sometimes he might be absent three or four times a week, and then not make up any of the work or miss the review for a test.

PROFESSIONAL GOALS Attend more Educational and Historical based seminars: As educators we are meant to be constant learners and this is something stressed in my educational philosophy. Just because we are in the front of the classroom for 180 days a year, does not mean we should never be behind a desk. This is something to look towards in the future. My Cooperating teacher even suggested a James Madison Seminar on the Constitution at Princeton University. All of the education is out there, and there are definitely more knowledgeable individuals than myself and its fine to admit to this. Socrates even believed that the man that knows everything believes he knows nothing. This is my attitude toward being an educator, the constant learner. Helping future schools by applying for grants and other financial aid programs: In my own experience, some of the teachers at Freehold High School received educational grants for their services outside of the classroom. Each school has something unique to offer just as our unique students have something for everyone, which is another part of my educational philosophy. Just by simply highlighting these key factors schools can receive a great deal of aid. It is my hope that while being a teacher I showcase the uniqueness and importance of the school I am at. Showing pride in school is however, more important than any financial aid.

ADDITIONAL MATERIALS Storyboard for a Reading

Truman and Eisenhower Presidency Graphic Organizer

10 Day’s that Changed America Elvis Question Photographs Used in 1950s Photo Analysis Pre-Assessment Pre-Assessment Scoring Tool Post-Assessment Post-Assessment Scoring Tool

Storyboard for Reading A Textbook or Unit of Study Instructions: After completing a section of reading, create an illustration in the box, write a caption for the photograph, and then explain the reason for your caption. Illustration:

Illustration:

Caption (1):___________________________________________________________________________ Explanation:___________________________________________________________________________ _____________________________________________________________________________________

Caption (2)____________________________________________________________________________ Explanation:___________________________________________________________________________ _____________________________________________________________________________________

Caption (3):___________________________________________________________________________ Explanation:___________________________________________________________________________ _____________________________________________________________________________________

Caption (4):___________________________________________________________________________ Explanation:___________________________________________________________________________ _____________________________________________________________________________________

Issue Domestic Policies (Economy, Government)

Truman

Eisenhower

1948

1952

Foreign Policies (China, Communism, Korean War)

How was he viewed by the public?

Election

Civil Rights

Name:______________________________ Date:_________ Period_______ “Elvis was at the right place at the right time with the right goods” How did the cultural changes of the 1950’s help to change the face of music history, and help Elvis become so successful? -

Think about civil rights movements

Think about the new teenage culture

Think about new inventions (television, cars, housing)

Why might the parents of these teenagers been so outraged?

Name:_____________________________ US History II Directions: Write the letter next to the number that best answers the question. (2 points each) A. Baby Boom B. FCC C. GI Bill of Rights D. Jackie Robinson E. Bracero’s F. Brown v Board G. Elvis Presley H. Rock and Roll I. Dixiecrats J. Consumerism K. Levittown L. Bracero’s M. Little Richard ____ 1. African American who was often hurt during his work on the baseball field for breaking the color barrier ____2. Giving to the returning soldiers of World War II which hoped to promote their education ____3. This landmark court case broke the ruling that separate but equal was constitutional (Plessy v. Ferguson) and allowed African Americans to enter white schools ____4. Named after its founder, these areas were known for building houses quickly throughout the day, which provided cheap housing for families ____5. Southern Democrats that nominated their own candidate instead of supporting Harry S. Truman were known as this 43

Directions: Answer the following questions to the best of your ability. Be sure to answer the question completely. (10 points each) 1. List some of the cultural changes during in the 1950s that helped Elvis to become so successful.

2. What are some of the accomplishments of Truman and Eisenhower during their terms as president?

3. Write 4 examples of men’s roles and 4 examples of women’s roles in the 1950s 44

SCORING TOOL: Matching Section: 2 Points each Essay Portion: 1. List some of the cultural changes during in the 1950s that helped Elvis to become so successful.

Must discuss cultural changes from the chapter, such as new teenage culture, consumerism, new sense of freedom for teenagers 2 points

Must also discuss African American influences (R&B influences) 2 points

Must include references to availability of money for teenagers to spend (cars, records, new markets) 2 points

Must include information about rise in television, and radio sales 2 points

Must discuss influence of movies and other popular stars of the time such as James Dean 2 points

2. What are some of the accomplishments of Truman and Eisenhower during their terms as president?

Must be accurate about which president achieved certain pieces of legislation, what they supported, and other accomplishments 2 points

Must focus on one or all of the following 2 points each o Must focus on Civil Rights o Must focus on Domestic Issues o Must focus on Foreign Issues o Any other issue for each

3. Write 4 examples of men’s roles and 4 examples of women’s roles in the 1950s

Women’s roles o Cleaning, Laundry, Inside World, Cooking, Gossiping, Wait for Man’s Decisions, Shopping, Care for children any of the following 1 to2 points

Men’s roles o Bread-winner, Decision maker, Outside World, Pays Bills, Mail any of the following 1-2 points each

Name:_____________________________ US History II Directions: Write the letter next to the number that best answers the question. (2 points each) N. Baby Boom O. FCC P. GI Bill of Rights Q. Jackie Robinson R. Bracero’s S. Brown v Board T. Elvis Presley U. Rock and Roll V. Dixiecrats W. Consumerism X. Levittown Y. Bracero’s Z. Little Richard ____ 1.Term used to describe the increase of buying of goods during the 1950’s. ____2. The largest generation of children is also known as this generation. ____3. This landmark court case broke the ruling that separate but equal was constitutional (Plessy v. Ferguson) and allowed African Americans to enter white schools. ____4. The Servicemen’s Readjustment Act is also known as this, which encouraged veterans to pursue some type of education. ____5. Southern Democrats that nominated their own candidate instead of supporting Harry S. Truman were known as this.

Directions: Answer the following questions to the best of your ability. Be sure to answer the question completely. (10 points each) 4. List four specific cultural changes during in the 1950s that helped Elvis to become so successful. (examples of African American Culture, Teenage Culture, Media Culture) • • • •

5. What are some of the accomplishments of Truman and Eisenhower during their terms as president? (List 3 accomplishments for each) Truman • • • Eisenhower • • •

6. Write 4 examples of men’s roles and 4 examples of women’s roles in the 1950s Men’s Role’s • • • • Women Role’s •

• • •

SCORING TOOL: Matching Section: 2 Points each Essay Portion: 1. List four specific cultural changes during in the 1950s that helped Elvis to become so successful. (examples of African American Culture, Teenage Culture, Media Culture)

Must discuss cultural changes from the chapter, such as new teenage culture, consumerism, new sense of freedom for teenagers 2 points

Must also discuss African American influences (R&B influences) 2 points

Must include references to availability of money for teenagers to spend (cars, records, new markets) 2 points

Must include information about rise in television, and radio sales 2 points

Must discuss influence of movies and other popular stars of the time such as James Dean 2 points

2. What are some of the accomplishments of Truman and Eisenhower during their terms as president? (List 3 accomplishments for each)

Must be accurate about which president achieved certain pieces of legislation, what they supported, and other accomplishments 2 points

Must focus on one or all of the following 2 points each o Must focus on Civil Rights o Must focus on Domestic Issues o Must focus on Foreign Issues 51

o Any other issue for each

3. Write 4 examples of men’s roles and 4 examples of women’s roles in the 1950s

Women’s roles o Cleaning, Laundry, Inside World, Cooking, Gossiping, Wait for Man’s Decisions, Shopping, Care for children any of the following 1 to2 points

Men’s roles o Bread-winner, Decision maker, Outside World, Pays Bills, Mail any of the following 1-2 points each

Seton Hall University College of Education & Human Services Interactive Lesson Plan Name: Henry Surgent

Date: March 2, 2012

Setting/Grade Level: United States History II / Junior

University Linked Course: No

School: Freehold High School

Lesson Theme or Topic: 1950’s Women’s Culture

Composition of Class (please note number of students): 14 Male

11 Female

0 ESL

0 IEP

0 504

Learning Objectives and Standards Learning objectives for the lesson (outcomes): SWBAT compare the role of women in the home during the late 19th century to the household duties and lifestyle associated with women of the 1950's through photo and reading analysis SWBAT determine whether the women’s roles of the 1950’s had changed since the late 19 th century. SWBAT utilize different resources in order to come to conclusions about women’s roles in the 1950’s

Standards addressed:

SOC.9-12.6.1.12.C.13.d Relate American economic expansion after World War II to increased consumer demand SOC.9-12.6.1.12.D.13.f Relate the changing role of women in the labor force to changes in family structure NCSS Ten Themes: Studying the past makes it possible for us to understand the human story across time. The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. Rationale: Briefly explain why the stated learning objectives match the NJ Core Curriculum Content Standards reported here: The objectives stated meet the standards addressed above because there appear to be changes in the family structure during the 1950’s where women’s primary role was to be a housewife. Furthermore due to the increase consumer demand and men going out and being the primary breadwinners, it was the responsibility of the women in the 1950’s to assure that their husband came home to a clean and orderly household. What students will see however, is although the 1950’s might be seen as a time of serious change, women’s roles did not necessarily change drastically.

Materials/Resources (Describe materials needed to prepare/conduct the lesson lesson, e.g., manipulatives, visuals, special reading materials, Websites)

Teacher

Assistive Technology Computer/printer PowerPoint VCR/TV/DVD

Students Technology Used Audio CD’s/Cassette Tapes Inspiration Program SmartBoard Virtual Field Trip

CD-ROM/Commercial Software Internet/Websites Tape Recorder/CD Player WebQuest Other

Strategies What grouping will you use? Grouping for instruction: One to One Kind of grouping: Ability

Pairs Small Heterogeneous

What instructional strategies will you use? Cooperative Learning Internet Compare Contrast Deductive Learning Discovery/Inquiry Inductive Learning Direct Instruction Lecture Drill/Practice Lab Graphic Organizers Library Resources Group Discussion Peer editing Game Problem Solving

Whole Interest

Project Based Learning Reading for Meaning Research Role Playing/Skit Socratic method Simulation Other

What are students doing? Cooperative Learning Discussing Listening Painting, drawing, creating graphics Presenting Technology Tutoring Written assignments

Manipulatives Reading Viewing

Games Role-playing/skit Other

Explain choices for materials, grouping and strategies: Procedure for Teaching (Provide a step-by-step plan of your activities. Use checklists to complete lesson)

Step 1: Introduction to the students: 1. 2.

Students will be asked to reiterate what they remember from yesterday’s lesson from watching clips of I Love Lucy. There will be a chart written on the board from student responses.

Step 2: Activities: 1. 2. 3. 4. 5. 6.

Students will then be handed a sheet that includes a photograph of a woman in the home and instructions on what her tasks are. Students will then be asked to highlight the important information and write it down. There will then be a chart made next to the, I love Lucy Chart which will remain on the board. After completion of this chart students will be handed a final reading from 1859 by Catherine Beecher, about women’s housework in the 1850’s Students will then pair up and share ideas about women’s work then This final chart will be placed up on the board.

Step 3: Closing: Develop a conclusion to help students remember the ideas in your lesson 1.

Once all the readings have been finished students will be asked deeper questions about whether there was much of a cultural change? Did the women of the 1950’s accept their position? Are women of the 1950’s empowered by the position’s they held? What about the 1850’s? How have women in 100 years challenged their own roles in the family? How are things different in today’s society

Step 4: Accommodations and Modifications: N/A

Step 5: Assessment: see check for understanding and guided practice above Oral or written quiz/test Drawing Peer editing/evaluation

Observation Worksheet Interview/Conference

Self evaluation Learning log/Quick write/Journal Other