- Slides: 14
‘STOGA IN THE 1950’S
Today’s Objective ◦ After this lesson, students will be able to… ◦ Explain what life was like for teenagers in the 1950 s compared to their lives today ◦ Essential Skill ◦ Explicitly assess information and draw conclusions (using primary sources)
The Evolution of TV Families ◦ You will be looking at a series of pictures depicting famous TV families ◦ As you observe the pictures, raise your hand share anything that stands out to you regarding the pictures or the differences between the families. ◦ Examples: Family structure, gender roles, clothing styles
The 1950 s & 1960 s Father Knows Best Leave it to Beaver
The 1960 s & 1970 s The Brady Bunch
The 1980 s &1990 s Family Ties The Cosby Show
The 1990 s & 2000 s Full House Everybody Loves Raymond
The 2010 s Modern Family
The Role of Television in Society ◦ Consider the following questions: ◦ Do you think that television families represent an accurate depiction of our society? ◦ If you answered no, what do these families represent?
Father Knows Best ◦ We are going to watch a short clip from the TV show “Father Knows Best” ◦ As you watch, fill in the graphic organizer as an individual. ◦ Pay attention to the scenery, language used, attire, etc. ◦ Consider larger ideas such as teen social life, expectations, gender roles, conformity, and family roles and note anything that stands out to you. ◦ Be prepared to share your answers
Father Knows Best ◦ In your group of 4, take 2 -3 minutes to discuss what stood out to you. ◦ Pick out your top 3 most interesting points of observation ◦ Be prepared to share your group’s answers
Conestoga Yearbooks ◦ We are now going to examine another primary source…yearbooks from the 1950 s ◦ Working with a partner, look for signs of conformity, prosperity, gender bias or differing expectations, and stereotypes ◦ DO NOT WRITE IN THE YEARBOOKS! THEY ARE PRIMARY SOURCE DOCUMENTS! ◦ As you page through, note anything that stands out to you on your worksheet ◦ As you look through the yearbooks, there will be 1950 s music playing.
Yearbook Discussion ◦ What did you find? ◦ What types of conformity did you observe? Gender bias/expectations? ◦ What is good about 1950 s conformity? What’s wrong with it?
Conclusion ◦ Essential Skill: ◦ Explicitly asses information and draw conclusions (from primary sources) ◦ Reflection: ◦ Answer the following question: ◦ How does life in the 1950 s compare to life today? In 50 years, what will Conestoga students say about life in the 2010 s? (Use specific evidence from what the film clip and/or yearbooks to compare/contrast)