‘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 1950s 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 and share anything that stands out to you regarding the pictures or the differences between the families. ◦ Examples: Family structure, gender roles, clothing styles

The 1950s & 1960s Father Knows BestLeave it to Beaver

The 1960s & 1970s The Brady Bunch

The 1980s &1990s Family TiesThe Cosby Show

The 1990s & 2000s Full HouseEverybody Loves Raymond

The 2010s 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 1950s ◦ 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 1950s music playing.

Yearbook Discussion ◦ What did you find? ◦ What types of conformity did you observe? Gender bias/expectations? ◦ What is good about 1950s 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 1950s compare to life today? In 50 years, what will Conestoga students say about life in the 2010s? (Use specific evidence from what the film clip and/or yearbooks to compare/contrast)