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1950s. Preparing for the advertisement!. The American Dream: the 1950s.

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  1. 1950s Preparing for the advertisement!

  2. The American Dream: the 1950s • "Millions of white, middle-class Americans shared a life style that represented to them the American dream. They owned their own homes, sent their children to good schools, lived in safe communities, and were economically secure."

  3. The American Dream…

  4. I. Americans Make Money • Spread of wealth…Why? 1. White-collar = Education = $5,600.00 2. Blue-collar = manual jobs • Corporate America takes over. 1. Franchises = own several stores 2. Advantages = Cheap variety

  5. I. Americans Make Money • Consumerism • Standard of living increases…#1 • Luxury items of the 1950s • Advertising - fastest growing industry AND… • It still influences you! • Levittown • Growth of suburbs • G.I. Bill • House • College

  6. I. Americans Make Money • 50s family • Baby Boom…1945-1961 • War creates boom. • Money creates boom. • Women • Society said stay home • Women want money

  7. I. Americans Make Money • Technology • Electronics advance because of WWII. • Computers • Electricity • Medical Miracles = Dr. Salk and Polio • Sputnik = Soviet Union

  8. Values • Worth in usefulness or importance to the possessor; utility or merit: the value of an education. • A principle, standard, or quality considered worthwhile or desirable: “The speech was a summons back to the patrician values of restraint and responsibility” (Jonathan Alter).

  9. Beliefs • Mental acceptance of and conviction in the truth, actuality, or validity of something: His explanation of what happened defies belief. • Something believed or accepted as true, especially a particular tenet or a body of tenets accepted by a group of persons.

  10. Interests • A state of curiosity or concern about or attention to something: an interest in sports. • Something, such as a quality, subject, or activity, that evokes this mental state: counts the theater among his interests. • Regard for one's own benefit or advantage; self-interest. Often used in the plural: It is in your best interest to cooperate. She kept her own interests in mind

  11. Symbols • Something that represents something else by association, resemblance, or convention, especially a material object used to represent something invisible. See Synonyms at sign. • A printed or written sign used to represent an operation, element, quantity, quality, or relation, as in mathematics or music. • Psychology. An object or image that an individual unconsciously uses to represent repressed thoughts, feelings, or impulses

  12. Meet the Wilsons…they are living the dream!

  13. Meet the Wilsons… • Read the text. • Mark textual examples that suggest • Their values • Their beliefs • Their interests • Their symbols

  14. Meet the Cleavers…

  15. Leave It to Beaver • Complete “Structured Note Taking” as you watch this episode. • Consider values and beliefs, interests, and symbols. • Worksheet: Go to Wsd drive. Go to Mary Barton folder. Find “reading_structured_note_taking.” • See my example Leave it to Beaver example.doc

  16. The Andy Griffith Show • Complete “Structured Note Taking” as you watch this episode. • Choose three of four categories discussed: values, beliefs, interests, and symbols. • Worksheet: Go to Wsd drive. Go to Mary Barton folder. Find “reading_structured_note_taking.” • Review my Leave it to Beaver example if necessary.

  17. 1950s Music • 1950s = Most interesting decade for music in the 20th century. Decade begins with big band sounds – but ends with ROCK & ROLL. • 1955 = Pivotal year • “Rock Around the Clock” by Bill Haley and the Comets. • This is the first rock tune to hit #1. • DJ Alan Freed names this style of music. He calls it ROCK AND ROLL.

  18. 1950s Music B. 1956 “The Legend” 1. Elvis 2. Records five number 1 hits in one year = All time record C. “The Wayward Wind” 1. Gogi Grant = most popular song of the decade. 2. Sings very little after that.

  19. Music from the 1950s. • Read lyrics. Mark values, beliefs, interests, and symbols. • Listen to the lyrics. • Poetry Terms Worksheet! • Quick discussion: What does music of 1950s suggest about their values, beliefs, interests, and symbols?

  20. The Songs • “Rock Around the Clock” • “Love Me Tender” • “Blue Suede Shoes” • “Love is a Many Splendored Thing” • “Wayward Wind” • “Yakety Yak” • “Get a Job”

  21. 1950s WebQuest • “Slang: A Hepcat’s Guide” • http://www.fiftiesweb.com/fashion/slang.htm • Hand out Web Quest!

  22. Advertising in the 1950s. • Study advertisements from the 1950s using Internet. • Choose and print one advertisement. • Complete “Structured Note-Taking” in reference to your advertisement. • Group work with your assigned commercial group: • Each person will describe their advertisement. • Each person will discuss values, beliefs, interests, and symbols evident in the advertisement.

  23. Stop: Advertisement Time! • Review prompt. • Instructions • Time to plan and work.

  24. 1950s • Create a word document. • Think of a theme for 1950s popular culture. • Support that theme with 5-10 examples from the television shows, music, web quest, and advertising. • Construct a paragraph.

  25. Levittown: the Era of Conformity

  26. Levittown

  27. Levittown

  28. What lies beneath… • The media of the 1950s created a norm that satisfied the symbol of the “American Dream.” Recall: “They owned their own homes, sent their children to good schools, lived in safe communities, and were economically secure." • If the “American Dream” is on the surface of the 1950s, then what lies beneath? Brainstorm those groups/situations etc. who/what are not able to attain the American dream?

  29. The American Dream: the 1950s • What lies beneath… • Read “The Postwar Era” handouts. • As you read your assigned portion, mark five examples that contradict the 1950s American Dream. • Your group will teach the class, so be prepared to share a five point summary of your assigned reading. • Discuss using student examples

  30. Closure • Poetry Analysis. • Read the poem “Leningrad.” • As you read, mark the text… • Question everything. • Mark confusing parts. • Create five “I wonder…” statements. • Discuss using textual markings.

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