Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Jack Vander Sluis Subject/ Topic/ Theme U.S. History/ Post-WWII America/ Mobility: Affluent Society vs. Poverty!

Date 25 April 2014 Grade ____11_____

I. Objectives How does this lesson connect to the unit plan?

The newly found mobility in the 1950, due to a booming auto industry and a revamped infrastructure, indirectly led to a widening gap between social classes. An understanding of this wealth gap was clearly illustrated once people of affluent families had the opportunity to move away from the cities; so when talking about American life after WWII it is essential to analyze and evaluate the causes and effects of mobility in regards to economic and social divide.

Learners will be able to:

Analyze and evaluate causes that led to a widening class gap Analyze and evaluate effects of mobility Analyze and evaluate how to decrease our countrys social gap Understand the cycle of poverty

cognitiveR U Ap An E C*

physical development

socioemotional

An, E An, E An, E U

Common Core standards (or GLCEs if not available in Common Core) addressed: 8.2.1 Demographic Changes, 8.2.3 Comparing Domestic Policies, 8.2.4 Domestic Conicts and Tensions, 9.1.1 Economic Changes, K1.6 Analyze events and circumstances from the vantage point of others, K1.7 Understand social problems, social structures, institutions, class, groups, and interaction, K1.8 Apply social studies concepts to better understand major current local, national, and world events, issues, and problems, K1.9 Integrate concepts from at least two different social studies disciplines.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

Students need to have an understanding of cause and effect relationships.

Pre-assessment (for learning): I assess and the students self assess during the warm up Formative (for learning): Students self assess during discussion Students self assess during poll everywhere discussion Formative (as learning): I assess students based on their defense of what the main factor in social division Summative (of learning): Assess students based off of their analysis of the article they read Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Students will learn from lecture, video, discussion, and readings Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Students use their phones to participate

Outline assessment activities (applicable to this lesson)

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Multiple mediums: Video, readings, poll everywhere and lecture

Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

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Provide options for comprehensionactivate, apply & highlight

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

Short term: understand how social divisions were created in the 1950s Long term: how is the cycle of poverty still playing out today 26 copies of The Other America hand out Powerpoint presentation Students need their computers and cell phones

Students will be able to selfassess while discussing what they already know and what they learned from the lecture

How will your classroom be set up for this lesson? III. The Plan Time 1 Components Motivation (opening/ introduction/ engagement)

Desks set up in groups of 3 and 4

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Intro: Like we discussed yesterday, there Actively listen and engage were many changes to American society following WWII. Now that you have an understanding of what changes were made and how they directly changed peoples lives, we are going to look at the indirect effects from the structural, industrial, and economic changes that were made. Warm Up: Social Divide Write response to the questions

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Development (the largest component or main body of the lesson)

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In general an economic boom, opposed to an economic bust, refers to more credit being leant out. With more credit being lent out there is inevitably more spending. So with a high increase of credit and investment in the 150s many people refer to the 1950s as The Booming 50s and it is easy to see all of the technological advancements and see past the negative effects that were caused by the same things that were causing an improvement in life and well being for others. Ask students for specific examples the positive effects brought on by the list of causes from the power point. Explain Automania: Suburban living made owning a car a necessity because there wasnt very good public transportation between cities and suburbs and virtually no public transportation within the suburbs. The far majority of services (doctors, schools, churches, etc.) werent within walking distance. There was a frenzy for cars and a frenzy to get out of the cities: for those who could afford it. Explain the Emergence of the Interstate Highway: The more cars there were, the more roads that were needed. In 1956 Eisenhower signed the Interstate Highway Act, which authorized the building of 41,000 miles of expressways, which in turn resulted in more suburbs and services off of the expanding road. Explain how with the expanding highway system and a growing number of franchises. the nation was becoming more and more homogenized. Our new roads, with their ancillaries, the motels, filling stations, and restaurants advertising Eats, have made it possible for you to drive from Brooklyn to Los Angeles without a change of diet, scenery, or culture. John Keats (1958) Explain that with the growing auto industry came many new jobs and production in areas like drive-in movies, restaurants, malls, etc., but there were also new problems that came with growing mobility. Mention that main issue we are focusing in on is that of a social and economic divide, but there were other societal and environmental problems that came along with increased mobility. Cause and effect slide- negative consequences Societal and Environmental Issues: Explain the effects: pollution, noise, street repair, traffic jams, accidents, etc.

Actively listen and engage

List positive effects brought on by the causes that I provide Actively Listen and engage

Offer up suggestions of negative consequences from the booming auto industry Small groups: based on what effect your group receives, research the cause and come up with a paragraph describing what

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White Flight: Explain how because cars made it possible for Americans to live in suburbs, many upper-class and middleclass, primarily white, Americans left the crowded cities. Jobs and businesses followed, public transportation declined, and poor people within the cities were left without good opportunity for jobs and there were very little quality services left. As a result of the growing physical gap, the economic gap began to grow as well. Distraction: When you have a lot of homework, or a problem with your girlfriend or boy friend, or a big game coming up, you either try to ease your stress by fixing the problem or by distracting yourself from the problem. This was a major theme in the 1950s. It wasnt that affluent Americans were looking to disregard the problems within the country, but there was so much going on that it took the focus away from the issues that impoverished families within America were facing. However the problems that these people were facing werent an isolated part of their lives, they were their lives. As a class: make a list of problems that impoverished people in the 1950s faced and explain that in general they didnt have access to the resources they needed to resolve these issues (open for discussion if students get into it). Explain Urban Renewal/Removal Poll Everywhere: What creates social divide Small Groups: Read The Other America Make a Google Doc. and answer the following questions on the hand out

you found. Actively listen and engage

List problems as a class

Respond to the poll via text In small groups read the article and complete the assignment

What I hope you understand is that we Actively listen and engage created a society in the 1950s that facilitates a social divide. We were Closure founded by people that were very (conclusion, passionate about helping their neighbors culmination, and their community, but during the 1950s wrap-up) we increasingly built a setting that allowed for us to separate out those who needed help from community the most. While removing the lower-class from the rest of society, we also made it very hard to exit out of that life. the rich get richer and the poor get poorer Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)

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I really enjoyed teaching this lesson because in such an affluent setting like East Grand Rapids students have a clear picture of social divide. These students live in one of the most socio economically and racially segregated parts of West Michigan, so it isnt hard to get them to understand that the consequences of mobility in the 1950s are still very much still around today. The students all seemed to think that income was the biggest factor in creating social divide; I explained all of the answers were good answers, but I thought government policy was the biggest factor because it can often override the other factors, Mr. Wojo agreed, and the students thought we sounded like socialists.

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