Television in the 1950s and 1960s - LDC · After researching historical sources on television in...

Overview

Overview Television in the 1950s and 1960s

Television in the 1950s and 1960s

by Steve Goodrid, Jennifer Higdon, and Sharon Thurman

After researching historical sources on television in the 1950s and 1960s,

students write an essay that describes the social, economic, political, and

diplomatic impact of television on American culture.

Grades: 11

Discipline: Social Studies

Teaching Task: Task Template 21 (Informational or Explanatory and

Analysis)

Course: PRE-AP U.S. History

Author Information:

Steve Goodrid (Daviess County)

Jennifer Higdon (Daviess County)

Sharon Thurman (Daviess County)

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Informational & AnalysisTask Template 21 — [3 Levels]

Section 1: What Task?

TEACHING TASK

L1: After reading ,How did television impact life in the 1950s and 1960s? informational texts

write that addresses the question and analyzes an essay how television impacted American

, providing examples to clarify yourculture socially, economically, politically, and diplomatically

analysis. What conclusion or implications can you draw? A bibliography required.is

STUDENT BACKGROUND

Students will have previously studied the following concepts that will provide background for

this task: Origins of the Cold War, Second Red Scare, Korean War, Post World War II

economy, President Harry S Truman and the Fair Deal. Students will read textbook

(American Anthem - Chapters 16, 17, 18, and 19) and internet articles to learn about 1950s

and 1960s

EXTENSION

Students will create and editorial cartoon that portrays the effect of television on America

during either the 1950s or 1960s.

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Rubric

Scoring ElementsNot Yet Approaches

ExpectationsMeets

Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus

Attempts toaddress prompt,

but lacks focus oris off-task.

Addresses promptappropriately, but

with a weak oruneven focus.

Addresses promptappropriately andmaintains a clear,

steady focus.

Addresses allaspects of promptappropriately and

maintains astrongly

developed focus.

Controlling Idea

Attempts toestablish a

controlling idea, butlacks a clear

purpose.

Establishes acontrolling ideawith a general

purpose.

Establishes acontrolling idea

with a clearpurpose

maintainedthroughout the

response.

Establishes astrong controllingidea with a clear

purposemaintained

throughout theresponse.

Reading/Research

Attempts to presentinformation in

response to theprompt, but lacksconnections or

relevance to thepurpose of the

prompt. (L2) Doesnot address the

credibility ofsources asprompted.

Presentsinformation fromreading materials

relevant to thepurpose of the

prompt with minorlapses in accuracyor completeness.

(L2) Begins toaddress thecredibility of

sources whenprompted.

Presentsinformation fromreading materials

relevant to theprompt with

accuracy andsufficient detail.

(L2) Addresses thecredibility of

sources whenprompted.

Accuratelypresents

informationrelevant to allparts of theprompt with

effective selectionof sources and

details fromreading materials.

(L2) Addressesthe credibility of

sources andidentifies salientsources when

prompted.

Development

Attempts to providedetails in response

to the prompt,including retelling,but lacks sufficient

development orrelevancy. (L2)Implication is

missing, irrelevant,or illogical. (L3)

Gap/unansweredquestion is missing

or irrelevant.

Presentsappropriate details

to support thefocus and

controlling idea.(L2) Briefly notes arelevant implicationor (L3) a relevantgap/unanswered

question.

Presentsappropriate and

sufficient details tosupport the focus

and controllingidea. (L2) Explains

relevant andplausible

implications, and(L3) a relevant

gap/unansweredquestion.

Presents thoroughand detailed

information tostrongly supportthe focus and

controlling idea.(L2) Thoroughly

discusses relevantand salient

implications orconsequences,and (L3) one ormore significant

gaps/unansweredquestions.

Organization

Attempts toorganize ideas, but

lacks control ofstructure.

Uses anappropriate

organizationalstructure toaddress the

specificrequirements of theprompt, with some

lapses incoherence or

awkward use of theorganizational

structure.

Maintains anappropriate

organizationalstructure toaddress the

specificrequirements of the

prompt.

Maintains anorganizationalstructure that

intentionally andeffectively

enhances thepresentation ofinformation asrequired by thespecific prompt.

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Conventions

Attempts todemonstrate

standard Englishconventions, but

lacks cohesion andcontrol of grammar,

usage, andmechanics.

Sources are usedwithout citation.

Demonstrates anuneven command

of standard Englishconventions andcohesion. Uses

language and tonewith someinaccurate,

inappropriate, oruneven features.

Inconsistently citessources.

Demonstrates acommand of

standard Englishconventions and

cohesion, with fewerrors. Responseincludes language

and toneappropriate to the

audience, purpose,and specific

requirements of theprompt. Cites

sources using anappropriate format

with only minorerrors.

Demonstrates andmaintains a

well-developedcommand of

standard Englishconventions and

cohesion, with fewerrors. Responseincludes language

and toneconsistently

appropriate to theaudience,

purpose, andspecific

requirements ofthe prompt.

Consistently citessources using

appropriateformat.

ContentUnderstanding

Attempts to includedisciplinary contentin explanations, but

understanding ofcontent is weak;

content isirrelevant,

inappropriate, orinaccurate.

Briefly notesdisciplinary content

relevant to theprompt; shows

basic or unevenunderstanding of

content; minorerrors in

explanation.

Accuratelypresents

disciplinary contentrelevant to the

prompt withsufficient

explanations thatdemonstrate

understanding.

Integrates relevantand accuratedisciplinarycontent with

thoroughexplanations that

demonstratein-depth

understanding.

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STANDARDS

Kentucky — Culture (Elements of Culture)

SS-HS-2.1.1: Students will explain how belief systems, knowledge, technology and behavior

patterns define cultures and help to explain historical perspectives and events in the modern

world (1500 A.D. to present) and United States (Reconstruction to present).

Kentucky — Economics (Economic Systems and Institutions)

SS-HS-3.2.3: Students will explain how, in a free enterprise system, individuals attempt to

maximize their profits based on their role in the economy (e.g., producers try to maximize

resources, entrepreneurs try to maximize profits, workers try to maximize income, savers

and investors try to maximize return).

Kentucky — History (The Factual and Interpretive Nature of History)

SS-HS-5.1.1: Students will use a variety of tools (e.g., primary and secondary sources, data,

artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group,

nationality, age, economic status, religion, politics, geographic factors) of people and

historical events in the modern world (1500 A.D. to present) and United States History

(Reconstruction to present).

Kentucky — History (The History of the United States)

SS-HS-5.2.6: Students will explain and give examples of how after WWII, America

experienced economic growth (e.g., suburban growth), struggles for racial and gender

equality (e.g., Civil Rights Movement), the extension of civil liberties (e.g., desegregation,

Civil Rights Acts) and conflict over political issues (e.g., McCarthyism, U.S. involvement in

Vietnam).

Kentucky — Practical Living/Vocational Studies - (Consumer Decisions)

PL-HS-3.1.3: Students will explain why various factors that influence consumer decisions,

such as peer pressure, impulses, desire for status and advertising techniques

(jingles/slogans, facts and figures, glittering generalities, endorsement, testimonial,

bandwagon, snob appeal, emotional appeal, free gifts/rewards) are influential.

Common Core Anchor Standards — Reading

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R.CCR.1: Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.

R.CCR.2: Determine central ideas or themes of a text and analyze their development;

summarize the key supporting details and ideas.

R.CCR.4: Interpret words and phrases as they are used in a text, including determining

technical, connotative, and figurative meanings, and analyze how specific word choices

shape meaning or tone.

R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

R.CCR.10: Read and comprehend complex literary and informational texts independently

and proficiently.

Common Core Anchor Standards — Writing

W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis

of content.

W.CCR.4: Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.

W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.

W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection,

and research.

W.CCR.10: Write routinely over extended time frames (time for research, reflection, and

revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,

purposes, and audiences.

Custom Standards

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Section 2: What Skills?

Selected Skills

Preparing for the Task

TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,

skills, experiences, interests, and concerns

TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.

Reading Process

TEXT SELECTION: Ability to identify appropriate texts

ACTIVE READING: Ability to identify the central point and main supporting elements of a

text.

ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of

text(s) by locating words and phrases that identify key concepts and facts, or information.

ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.

NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize

and/or paraphrase.

Transition to Writing

BRIDGING: Ability to begin linking reading results to writing task.

Writing Process

CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information

relevant to task.

PLANNING: Ability to develop a line of thought and text structure appropriate to an

information/explanation task.

DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and

structure.

REVISION: Ability to refine text, including line of thought, language usage, and tone as

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appropriate to audience and purpose.

EDITING: Ability to proofread and format a piece to make it more effective.

COMPLETION: Ability to submit final piece that meets expectations.

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Pacing: 1 day (Use as review of locations learned about in unit)

Pacing: 15 days

Section 3: What Instruction?

MiniTasks

Preparing for the Task

TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,

skills, experiences, interests, and concerns

LIST

In a quick write, write your first reaction to the task prompt. Add some notes of things

you know about this issue.

Scoring Guide: work meets expectations if:

None

Teaching Strategies:

• Link this task to earlier class content.

• Discuss student responses.

• Clarify timetable and support plans for the task.

OUTLINE

3 Graphic Organizers – for Presidents Eisenhower, Kennedy, Johnson

•each is divided into three sections – social, economic, political, and diplomatic


student responses will be checked by teacher and used for class discussion

the graphic organizers will be used to help students organize thoughts for final essay


3 Graphic Organizers – for Presidents Eisenhower, Kennedy, Johnson

•each is divided into three sections – social, economic, political, and diplomatic

SHORT CONSTRUCTED RESPONSE

Maps – students will use maps to review the topics covered in this unit – location and

why the location is important to the 1950s and 1960s


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Pacing: 1 day

Discussion - No scoring

Maps will be filed in student history binder


U.S. Map – Washington, D.C., New York City, Levittown NY, Tupelo MS, Topeka KS,

Little Rock AR, Montgomery AL, Greensboro NC, Oxford MS, Birmingham AL,

Anniston AL, Selma AL, Philadelphia MS, Cape Canaveral FL, Dallas TX, Memphis

TN, Chicago IL, Miami FL, Los Angeles CA (Watts), Berkeley CA

World Map – South Korea, North Korea, 38th parallel, China, Suez Canal,

Guatemala, Iran, Marshall Islands, Budapest, Vienna, Berlin, East Germany, West

Germany, Moscow, Cuba, Laos, Tonkin Gulf, Saigon, Hanoi

Notes:

1. Students will receive two maps (one a U.S. map, another a world map)

2. Locations will be labeled with numbers

3. students are to identify locations and discuss relevance of each location

4. Use teaching strategy – “association chain” – so students can connect location

with specific terms

TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.


Introduction: What TV is Doing to American (1955) – found in For the Record: A

Documentary History of America – can be found online at

http://www.wwnorton.com/college/history/archive/resources/documents/ch32_05.htm

Discussion Questions

1. Summarize the supposedly negative effects of watching television.

2. What were the benefits of television?

3. Which concerns about television strike you as being equally relevant today?


Discussion - no scoring


This activity will start a unit that will conclude with an essay about the impact of

television on American culture during the 1950s and 1960s.

• Students will share their responses with the class

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LIST

In your own words, what are the important features of a good response to this

prompt?


None


• Share examples of type of text students will produce (either from past students or

from professional writers).

• Identify or invite students to identify key features of examples.

• Pair students to share and improve their individual bullets.

• Create a classroom list: Choose one student to share a few ideas on the board, and

ask other to add to it.

Reading Process

TEXT SELECTION: Ability to identify appropriate texts

NOTES

For each text, list the needed bibliographic information. Add bullets on why you think

the work is credible and/or worthy of study.


• Identifies author, title, publisher, date, and any other needed information (for

example, the volume for a periodical or the editor for an anthology).

• Includes reasonable evidence that work is credible and/or worthy of study.


• Provide citation guide and discuss why each element of citation is needed.

• Ask students to brainstorm what makes an author credible and/or worthy of study.

• Provide access to research sources for students to assess the texts.

• Note: for an “after researching” task, add teaching and time for students to select

the texts they will use.

ACTIVE READING: Ability to identify the central point and main supporting elements of a

text.


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Pacing: 1 day

Pacing: 45 Minutes

Topic: 1950s culture/conformity/suburbs/car culture

Lyrics for song about suburbia “Little Boxes”

http://people.wku.edu/charles.smith/MALVINA/mr094.htm

Show Commercial – Dinah Shore, See the USA in a Chevrolet

http://www.youtube.com/watch?v=qhR8GZ_WWMM&safe=active

What is the author trying to accomplish? Which parts of the text show you that?

• L2 What competing arguments have you encountered or can you think of?

• L3 What historical or current examples can you note that relate to the task prompt?


• Answers questions with credible response.


• Invite students to brainstorm ways to figure out any author’s intent.

• Invite students to share and discuss their answers for each text.

• After the discussion, allow them to add to their entries.

Notes:

During class discussion, students will use graphic organizer for appropriate president

to list ways television affected America.


Topic: 1950s consumerism/advertising

•Website: The Rise and Fall of the TV Commercial

http://muse.jhu.edu/journals/advertising_and_society_review/v011/11.2.o-barr.html

(show Video 17 – commercial portraying ideal , happy, Nuclear Family)

•Students read

http://adage.com/article/75-years-of-ideas/1950s-tv-turns-america/102703/

•Article – Life Magazine Identifies the New Teenage Market, 1959 (found in Out of

Many: A History of the American People, Documents Workbook)

•Introduction to TV in the 1950s – Land of Television

http://www.ushistory.org/us/53c.asp


•Answers questions with credible response


• Invite students to brainstorm ways to figure out any author’s intent.

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Pacing: 1 day

• Invite students to share and discuss their answers for each text.

• After the discussion, allow them to add to their entries.

Notes:




Topic: 1950s Television/Movies/ resistance to conformity




• Show episode of I Love Lucy – Job Switching

• Discuss with class the message that was being sent to the audience

• Newton Minow – “Vast Wasteland” (1961)

2 page excerpt from The American Spirit: Volume II

whole speech can be found at

http://www.americanrhetoric.com/speeches/newtonminow.htm

•What We Talk About When We Talk About Elvis – Article from American History

magazine

http://web.ebscohost.com/ehost/detail?sid=f115e6fd-2264-4ea5-81da-764eacfac6fa%40sessionmgr104&vid=2&hid=106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=25284317

•Summarizing The Fifties

http://www.gilderlehrman.org/history-by-era/1945-present/fifties

•(Students will use Opinion-Proof Graphic Organizer to find proof from the same

article for two opinions 1. The 1950s was a time of conformity 2. Seething beneath

the surface of the 1950s was discontent and dissent.)

Notes:




Topic: 1950s Election of Eisenhower/ Checkers Speech

1. Selling the President like toothpaste

http://www.livingroomcandidate.org/ (students analyze 1952 presidential campaign

commercials)

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Pacing: 1 day

Pacing: 1 day

2. The 1952 Checkers Speech: The Dog Carries the Day for Richard Nixon

http://www.usnews.com/news/articles/2008/01/17/the-dog-carries-the-day-for-nixon

•Discuss how television saved Richard Nixon’s political career.




Questions for students – from Teacher website

http://blog.teachingamericanhistory.org/2012/09/25/historical-presidential-campaign-commercials/

•Were Ike’s commercials “tightly scripted”?

•Were Ike’s commercials “devoid of substance”?

•Did they “oversimplify complicated economic issues”?

•Also view Adlai Stevenson campaign commercials too. What can students make of

these ads?

•How do these commercials from 1952 compare to today’s commercials?

Notes:




Topic: 1950s Eisenhower and the Cold War/ Atomic Anxiety




1. American Heritage article on Sputnik

http://www.americanheritage.com/content/sputnik?page=show

2. Students will list the effects of the Soviet satellite Sputnik on the United States

3. Show students Duck and Cover from Cold War Archives downloaded from

Discovery Education

4. Duck and Cover article

http://www.livinghistoryfarm.org/farminginthe50s/life_04.html

Notes:

•Questions of Duck and Cover from

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Pacing: 1 day

http://www.vcsc.k12.in.us/staff/mhutchison/digital/ZP205E_1950s%20(dragged).pdf

• Class discussion on Duck and Cover

1. In the film, the narrator says that the atomic bomb is “very dangerous,” and

equates it with other dangers children face. What dangers are listed? Why do you

think the producers of the film chose to do this?

2. In your view, did Civil Defense and the producers of this film really believe the

“facts” presented in this film, or did they believe the film would serve as propaganda

to ease the minds of children or parents who were concerned that war between the

U.S. and USSR was inevitable?

• During class discussion, students will use graphic organizer for appropriate

president to list ways television affected America.


Topic: 1950s Eisenhower and Civil Rights



• student responses will be collected and recorded


• Students will use their computers for internet research

1. Brown v. Board of Education National Historic Site

http://www.nps.gov/nr/travel/civilrights/ka1.htm

2. Kenneth B. Clark's “Doll Test”

http://www.loc.gov/exhibits/brown/brown-brown.html

3. Rosa Parks

http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3320

3xtra website

http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_montgomery_bus_boycott_1955_1956/

4. Martin Luther King, Jr. – Nonviolence and Racial Justice, 1957

http://www.pbs.org/wgbh/amex/eyesontheprize/sources/ps_nonviolence.html

5. Little Rock Central High School National Historic Site – brochure on The 1957

Crisis at Central High

http://www.nps.gov/chsc/planyourvisit/upload/SitebulletinCrisis.pdf

6. brochure on the Little Rock Nine

http://www.nps.gov/chsc/planyourvisit/upload/Site%20Bulletin%20Little%20Rock%20Nine.pdf

7. Brief History of the Sit-in Movement in Photographs (12 photos)

http://www.time.com/time/photogallery/0,29307,1957689,00.html

Notes:

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Pacing: 1 day

Questions for students

1. What argument did Thurgood Marshall use in the case of Brown v. Board of

Education?

2. How did the case affect the United States?

3. Describe Kenneth B. Clark’s “doll test” and his findings.

4. Why was Rosa Parks the “ideal person to contest” segregation?

5. Describe the tactics used by Montgomery’s African American community to force

change to bus segregation.

6. What were the main points of nonviolent resistance that Martin Luther King, Jr.,

learned from Mohandas Gandhi?

7. How did television influence events at Little Rock Central High School in 1957?

8. Identify the Little Rock Nine (who, what, when, where, significance)

9. What happened to white students that tried to befriend the Little Rock Nine?

10. How did four students in Greensboro, NC change America?

11. Identify SNCC (who, what, when, where, significance)




Topic: 1960s Kennedy-Nixon debates/ JFK and the Cold War

(Bay of Pigs, Berlin Crisis, Cuban Missile Crisis)




1. The Great Debate: Kennedy, Nixon, and Television in the 1960 Race for the

Presidency

https://www.gilderlehrman.org/history-by-era/sixties/essays/great-debate-kennedy-nixon-and-television-1960-race-for-presidency

2. Discuss with students how television affected the election of JFK

3. JFK’s Berlin Crisis Speech, July 25, 1961

http://www.presidentialrhetoric.com/historicspeeches/kennedy/berlincrisis.html

• According to President Kennedy, why must the United States “be ready to resist

with force, if force is used upon us” in West Berlin?

• According to President Kennedy, how has the U.S. moved toward its defense

goals?

• According to President Kennedy, what will be done for civil defense?

4. When Bunkers Last in the Backyard Bloom-d, American Heritage Magazine –

found at

http://www.americanheritage.com/content/when-bunkers-last-backyard-bloom%E2%80%94d

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Pacing: 1 day

• What are three ways that President Kennedy’s speech affected Americans?

• What debate arose over building a backyard bomb shelter?

• Why did the bomb shelter “craze” die?

5. Summary of the Cuban Missile Crisis

http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx

Notes:




Topic: 1960s JFK and Civil Rights



• student responses will be collected and recorded


• Open class with Report to the American People on Civil Rights, 11 June 1963 (14

minutes) http://www.jfklibrary.org/Asset-Viewer/LH8F_0Mzv0e6Ro1yEm74Ng.aspx

•Students will use their computers for internet research

• JFK and Civil Rights

http://www.jfklibrary.org/JFK/JFK-in-History/Civil-Rights-Movement.aspx

1.When John F. Kennedy became President in 1961 in what ways were African

Americans still discriminated against?

2. Why didn’t JFK aggressively seek civil rights for African Americans after he

became president?

3. Identify James Meredith (who, what, when, where, significance)

4. Who said, “Segregation now, segregation tomorrow, and segregation forever,” and

why did he say it?

• Birmingham Protest 1963

http://www.pbs.org/wgbh/amex/eyesontheprize/story/07_c.html

1. Who was Eugene “Bull” Connor?

2. What actions did he take during the protest in Birmingham?

• Toward Equality for All (Article from U.S. News and World Report)

http://www.usnews.com/usnews/news/articles/030922/22race_print.htm

1.What happened in Birmingham, Alabama that made JFK “feel sick?”

2. How does President Kennedy’s assassination relate to the Civil Rights Act of

1964?

• The Freedom Riders and the Media

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Pacing: 1 day

http://www.pbs.org/wgbh/americanexperience/freedomriders/issues/the-media

1. What role did television play in the Freedom Rides?

2. What specific incidents helped shift public opinion?

Notes:

•Questions for class discussion on JFK speech from

https://www.gilderlehrman.org/history-by-era/civil-rights-movement/resources/promise-democracy

1. Why were the National Guardsmen required to be present at the University of

Alabama? Describe the political and social climate of the South at this time in

American history.

2. What does Kennedy mean when he says, "The rights of every man are diminished

when the rights of one man are threatened?"

3. What was the "worldwide struggle" Kennedy was referring to? What role did this

struggle play in the civil rights movement?

4. What are the "privileges" of being American?

5. What democratic privileges were denied to African Americans?

6. What "promise" was denied to African Americans? What must the U.S.

government do to fulfill this promise? Has it been fulfilled? Explain your viewpoint.



NOTES

Topic: 1960s LBJ/ War on Poverty/ Great Society/LBJ and Civil Rights




1. http://www.museum.tv/eotvsection.php?entrycode=civilrights

• How did television affect the Civil Rights movement?

• How the role of African American television characters change in the late 1960s?

2. Malcolm X -

http://lv-staff.francisparker.org/jhoward/Civil%20Rights/06MalcolmXReadings.pdf

3. LBJ – We Shall Overcome Speech excerpt

http://www.nps.gov/nr/twhp/wwwlps/lessons/133SEMO/133facts3.htm

Notes:

Assignment – Students read for Homework: The Week the World Watched Selma,

American Heritage Magazine found at

http://www.americanheritage.com/content/week-world-watched-selma

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Pacing: 1 day

Pacing: 1 day



NOTES

Topic: 1960s LBJ,Vietnam, and Television




1. Tonkin Gulf Incident and Tonkin Gulf Resolution

http://www.pbs.org/wgbh/americanexperience/features/primary-resources/lbj-tonkin/

2. Article on Walter Cronkite’s “Report from Vietnam” found at

http://www.americanheritage.com/content/sage-black-rock (Discuss how television

anchor Walter Cronkite changed American’s view about Vietnam)

Notes:



NOTES

Topic: 1960s 1968 Election/ Democratic National Convention/ Nixon elected

President




Class discussion - How television coverage of violent events led to the election of

Richard Nixon

1. Brief History Of Chicago's 1968 Democratic Convention

http://www.cnn.com/ALLPOLITICS/1996/conventions/chicago/facts/chicago68/index.shtml

2. Nixon speech accepting 1968 Republican nomination

http://www.pbs.org/wgbh/americanexperience/features/primary-resources/nixon-accept68/

3. (2 minute video) Silent Majority speech - televised November 3, 1969

http://www.pbs.org/wgbh/americanexperience/features/bonus-video/presidents-unity-nixon/

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Notes:



ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of

text(s) by locating words and phrases that identify key concepts and facts, or information.

LIST

In your notebook, list words and phrases essential to the texts. Add definitions, and

(if appropriate) notes on connotation in this context.


• Lists appropriate phrases.

• Provides accurate definitions.


• After scoring, ask some students to share definitions of terms that others

overlooked or misunderstood.

• After scoring, be willing to provide direct instruction or guide a close reading if

needed to work through a key phrase most students missed.

ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.


Define "plagiarism" and list ways to avoid it.


• Provides accurate definition

• Lists several appropriate strategies


• Discuss respect for others’ work to assemble evidence and create texts.

• Discuss academic penalties for stealing others thoughts and words.

NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize

and/or paraphrase.

NOTES

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Pacing: 1 day

In what ways did the assassination of President Kennedy change television?

http://www.americanheritage.com/print/59360


• Identifies relevant elements.

• Includes information to support accurate citation (for example, page numbers for a

long text, clear indication when quoting directly.


From the text, make a list of the elements that look most important for answering the

prompt. Do what you need to do to avoid plagiarism.

NOTES

From each text, make a list of the elements that look most important for answering

the prompt. Do what you need to do to avoid plagiarism.

• L2(a) What strategies will you use to discern “credible sources”?

• L2(b): What implications can your draw? (Tasks 11,12 )

• L3 Why is it important in the process of inquiry to “identify gaps” or “unanswered

questions” about the topic?


• Identifies relevant elements.

• Includes information to support accurate citation (for example, page numbers for a

long text, clear indication when quoting directly.


• Teach a model format for note taking.

• Check that early student work is in the assigned format (or in another format that

gathers the needed information effectively).

Transition to Writing

BRIDGING: Ability to begin linking reading results to writing task.

LIST

In a quick write, write about what you know now that you’ve read about (content).


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Pacing: 1 day

None


• Discussion-based strategies, such as seminar.

• Small group discussion using question.

Writing Process

CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information

relevant to task.


Write an opening paragraph that includes a controlling idea and sequences the key

points you plan to make in your composition


• Writes a concise summary statement or draft opening.

• Provides direct answer to main prompt requirements.

• Establishes a controlling idea.

• Identifies key points that support development of argument.


• Offer several examples of opening paragraphs.

• Ask class to discuss what makes them strong or weak.

• Review the list that students created earlier to identify needed elements (from

Cluster 1, skill 2).

PLANNING: Ability to develop a line of thought and text structure appropriate to an

information/explanation task.

NOTES

Students will use their three Graphic Organizers – for Presidents Eisenhower,

Kennedy, Johnson

(each is divided into three sections – social, economic, political, and diplomatic)


student responses have already been checked by teacher and used for class

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discussions

the graphic organizers will be used to help students organize thoughts for final essay


In groups students will discuss and compare their three Graphic Organizers – for

Presidents Eisenhower, Kennedy, Johnson

• What events are most important in relation to essay topic? Why?

OUTLINE

Create an outline based on your notes and reading in which you state your claim,

sequence your points, and note your supporting evidence.


• Creates an outline or organizer.

• Supports controlling idea. Uses evidence from texts read earlier.


• Provide and teach one or more examples of outlines or organizers.

• Invite students to generate questions in pairs about how the format works, and then

take and answer questions.

DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and

structure.

LONG CONSTRUCTED RESPONSE

Write an initial draft complete with opening, development, and closing; insert and cite

textual evidence.


• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.


• Encourage students to re-read prompt partway through writing, to check that they

are on track.

REVISION: Ability to refine text, including line of thought, language usage, and tone as

appropriate to audience and purpose.

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Refine composition’s analysis, logic, and organization of ideas/points. Use textual

evidence carefully, with accurate citations. Decide what to include and what not to

include.


• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Improves earlier edition.


• Sample useful feedback that balances support for strengths and clarity about

weaknesses.

• Assign students to provide each other with feedback on those issues.

EDITING: Ability to proofread and format a piece to make it more effective.


Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust

formatting as needed to provide clear, appealing text.


• Provides draft free from distracting surface errors.

• Uses format that supports purpose.


• Briefly review selected skills that many students need to improve.

• Teach a short list of proofreading marks.

• Assign students to proofread each other’s texts a second time.

COMPLETION: Ability to submit final piece that meets expectations.


Turn in your complete set of drafts, plus the final version of your piece


• Fits the “Meets Expectations” category in the rubric for the teaching task.

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1210L

1080L

1060L

Resources

Selected Articles

TOWARD EQUALITY FOR ALL.

(http://modulecreator.com/ModuleCreator/#page=login&moduleId=3260&scrollTo=articles)

U.S. News & World Report (9/22/2003)—Grose, Thomas K.

Looks at the causes and events leading up to the creation of the U.S. Civil Rights Act in

1964. Comments from historian Robert Loevy regarding a televised speech given to the

American public by U.S. President John F. Kennedy regarding legislation designed to

eliminate racism; Details of the 13th, 14th and 15th Amendments to the U.S. Constitution

regarding equal rights; Continued racist practices in the southern U.S.; Jim Crowe; Impact of

race riots in Birmingham, Ala. on Kennedy's decision to act swiftly with respect to racism;

Parliamentary and political tactics employed to end a filibuster in the U.S. Senate.

A seminal decade.


World & I (Oct93)—Spaeth, Robert L.

Reviews the book `The Fifties,' by David Halberstam. Dispelling the prevailing smokescreen

about the untroubled 1950s; Avoiding all criticism of debased pop culture; Preoccupation

with sex; Review of the civil rights movement; Analysis of the Emmet Till trial of 1955; Focus

on the rapidly changing commercial patterns of the 1950s; Growing power of television.

1950s TV TURNS ON AMERICA.


Advertising Age (3/28/2005)—

Looks at developments in advertising and popular culture in the U.S. during the 1950s.

Population and employment; Top advertising agency; Patterns in consumer spending;

Proliferation of advertising agencies; Creation of popular aspirational advertising incomes;

Dominance of the television as a commercial medium; Lifestyle; Popular television shows,

movies and music, and literature.

The Dog Carries the Day for Nixon.


U.S. News & World Report (1/28/2008)—LaGesse, David

The article discusses a speech made by former U.S. President Richard Nixon. Rumors

spread that he had a political secret reserve which hurt his run for the vice presidency. He

went on television and proceeded to broadcast an accounting of his finances to the

American public, ending on a comment about keeping a cocker spaniel dog sent by a

supporter in Texas.

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1210L

1130L

1410L

1090L

How TV Alters U.S. Elections.


Advertising Age (6/23/2008)—Liesse, Julie

The article, part of a special section of this issue promoting the television program "Mad

Men," examines the role of television in the 1960 U.S. presidential election. John F. Kennedy

defeated Richard Nixon by only 0.1 percent of the vote. It is generally acknowledged that the

unprecedented series of four live debates between the two candidates broadcast by all three

television networks worked to benefit Kennedy.

What We Talk About When We Talk About Elvis.


American History (Aug2007)—McKeen, William

The article discusses the historical and cultural impact of rock 'n' roll legend Elvis Presley.

The article discusses Elvis's fusion of country and bluegrass music with traditionally black

musical styles like the blues. The article discusses Elvis's television appearances on

programs like "The Ed Sullivan Show" and Milton Berle's variety show. The article also

discusses his decline as a performer, his health problems, eccentric behavior, and his

drug-related death.

The SAGE of BLACK ROCK.


American Heritage (Winter/Spring2012)—Brinkley, Douglas

The article discusses coverage of the Vietnam War by CBS "Evening News" television

program correspondent Walter Cronkite, examining his change from a pro-war to an anti-war

stance. It comments on Cronkite's travels in Vietnam in 1965 and 1968, his views on the Tet

Offensive, and his opinions of U.S. President Lyndon Baines Johnson.

Uploaded Files

Keywords

Links*

* These Lexile measures were computed automatically and did not undergo human review.

They are not certified measures and should not be published or recorded in any way.

Other Resources

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How did television impact life in the 1950s and 1960s?

After reading informational texts, write an essay that addresses the question and analyzes

how television impacted American culture socially, economically, and politically, providing

examples to clarify your analysis. What conclusion or implications can you draw?

1950s Housewife stereotypes

http://americanmemoryofthe1950shousewif.bgsu.wikispaces.net/Stereotypes

Advertising Age Article – 1950s TV Turns on America

http://adage.com/article/75-years-of-ideas/1950s-tv-turns-america/102703/

The Rise and Fall of the TV Commercial

http://muse.jhu.edu/journals/advertising_and_society_review/v011/11.2.o-barr.html (show

commercial portraying ideal , happy, Nuclear Family)

Introduction to TV in the 1950s – Land of Television

http://www.ushistory.org/us/53c.asp

Newton Minow – “Vast Wasteland” (1961) Excerpt from The American Spirit

whole speech found at http://www.americanrhetoric.com/speeches/newtonminow.htm

What We Talk About When We Talk About Elvis – Article from American History

magazine

http://web.ebscohost.com/ehost/detail?sid=f115e6fd-2264-4ea5-81da-764eacfac6fa%40sessionmgr104&vid=2&hid=106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=25284317

Summarizing The Fifties

http://www.gilderlehrman.org/history-by-era/1945-present/fifties

Lyrics for song about suburbia “Little Boxes”

http://people.wku.edu/charles.smith/MALVINA/mr094.htm

Selling the President like Toothpaste – Election of 1952

http://www.livingroomcandidate.org/ (students analyze 1952 presidential campaign

commercials)

The Living Room Candidate: Historical Presidential Campaign Commercials

http://blog.teachingamericanhistory.org/2012/09/25/historical-presidential-campaign-commercials/

The 1952 Checkers Speech: The Dog Carries the Day for Richard Nixon

http://www.usnews.com/news/articles/2008/01/17/the-dog-carries-the-day-for-nixon

American Heritage article on Sputnik

http://www.americanheritage.com/content/sputnik?page=show

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Duck and Cover article

http://www.livinghistoryfarm.org/farminginthe50s/life_04.html

Brown v. Board of Education National Historic Site

http://www.nps.gov/nr/travel/civilrights/ka1.htm

Kenneth B. Clark's “Doll Test”

http://www.loc.gov/exhibits/brown/brown-brown.html

Montgomery Bus Boycott

http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_montgomery_bus_boycott_1955_1956/

Martin Luther King, Jr. – Nonviolence and Racial Justice, 1957

http://www.pbs.org/wgbh/amex/eyesontheprize/sources/ps_nonviolence.html

Little Rock Central High School National Historic Site

http://www.nps.gov/nr/travel/civilrights/ak1.htm

brochure on The 1957 Crisis at Central High

http://www.nps.gov/chsc/planyourvisit/upload/SitebulletinCrisis.pdf

brochure on the Little Rock Nine

http://www.nps.gov/chsc/planyourvisit/upload/Site%20Bulletin%20Little%20Rock%20Nine.pdf

Brief History of the Sit-in Movement in Photographs

http://www.time.com/time/photogallery/0,29307,1957689,00.html

The Great Debate: Kennedy, Nixon, and Television in the 1960 Race for the

Presidency

https://www.gilderlehrman.org/history-by-era/sixties/essays/great-debate-kennedy-nixon-and-television-1960-race-for-presidency

JFK’s Berlin Crisis Speech, July 25, 1961

http://www.presidentialrhetoric.com/historicspeeches/kennedy/berlincrisis.html

When Bunkers Last in the Backyard Bloom-d, American Heritage Magazine – found at

http://www.americanheritage.com/content/when-bunkers-last-backyard-bloom%E2%80%94d

(Response of Americans to JFK's televised speech about the Berlin Crisis)

Summary of the Cuban Missile Crisis

http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx

Radio and Television Report to the American People on the Soviet Arms Buildup in

Cuba, October 22, 1962

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http://www.jfklibrary.org/Asset-Viewer/sUVmCh-sB0moLfrBcaHaSg.aspx

Report to the American People on Civil Rights, 11 June 1963

http://www.jfklibrary.org/Asset-Viewer/LH8F_0Mzv0e6Ro1yEm74Ng.aspx (video of JFK's

televised report)

Transcript of JFK’s Report to the American People on Civil Rights, June 11, 1963

http://www.jfklibrary.org/Research/Ready-Reference/JFK-Speeches/Radio-and-Television-Report-to-the-American-People-on-Civil-Rights-June-11-1963.aspx

Toward Equality for All

http://www.usnews.com/usnews/news/articles/030922/22race_print.htm (U.S. News article

on JFK and Civil Rights)

JFK and Civil Rights (from JFK presidential library)

http://www.jfklibrary.org/JFK/JFK-in-History/Civil-Rights-Movement.aspx

Birmingham Protest 1963

http://www.pbs.org/wgbh/amex/eyesontheprize/story/07_c.html

The Freedom Riders and the Media

http://www.pbs.org/wgbh/americanexperience/freedomriders/issues/the-media

Excerpt from Now is Your Time!: The African-American Struggle for Freedom by

Walter Dean Myers

excerpt from book on Civil Rights struggle and television

JFK in history

http://www.jfklibrary.org/JFK/JFK-in-History.aspx (for information about the Peace Corps,

Alliance for Progress, Laos, the Green Berets, Vietnam, Space Program, and JFK

assassination)

Article from American Heritage on TV and the JFK Assassination: The Four Days That

Made TV News

http://www.americanheritage.com/print/59360 (How the JFK assassination changed

television)

The Civil Rights Movement and Television

http://www.museum.tv/eotvsection.php?entrycode=civilrights

Malcolm X – Ballot or the Bullet speech

http://lv-staff.francisparker.org/jhoward/Civil%20Rights/06MalcolmXReadings.pdf

The Week the World Watched Selma, American Heritage Magazine

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http://www.americanheritage.com/content/week-world-watched-selma

LBJ – We Shall Overcome Speech excerpt

http://www.nps.gov/nr/twhp/wwwlps/lessons/133SEMO/133facts3.htm

Tonkin Gulf Incident

http://www.pbs.org/wgbh/americanexperience/features/primary-resources/lbj-tonkin/

Article on Walter Cronkite’s “Report from Vietnam”

http://www.americanheritage.com/content/sage-black-rock

Brief History Of Chicago's 1968 Democratic Convention

http://www.cnn.com/ALLPOLITICS/1996/conventions/chicago/facts/chicago68/index.shtml

Nixon speech accepting 1968 Republican nomination

http://www.pbs.org/wgbh/americanexperience/features/primary-resources/nixon-accept68/

Silent Majority speech - televised November 3, 1969

(2 minute video from PBS-American Experience)

http://www.pbs.org/wgbh/americanexperience/features/bonus-video/presidents-unity-nixon/

Civil Defense Museum

http://www.civildefensemuseum.com/

Commercial – Dinah Shore, See the USA in a Chevrolet

http://www.youtube.com/watch?v=qhR8GZ_WWMM&safe=active

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Section 4: What Results?

Classroom Assessment Rubric

Not Yet

Focus Attempts to address prompt but lacks focus or is off-task.

Reading/Research Attempts to present information relevant to prompt.

Controlling Idea Controlling idea is weak and does not establish a purpose and/or address a research question.

DevelopmentTends to retell rather than present information in order to answer questions, solve problems;lacks details to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does notidentifies a relevant gap or unanswered question.

Organization Applies an ineffective structure; composition does not address requirements of the prompt.

ConventionsDemonstrates a weak command of standard English conventions; lacks cohesion; language andtone are inappropriate to audience and purpose.

Meets Expectations

Focus Addresses prompt with a focused response.

Reading/Research Presents and applies relevant information with general accuracy.

Controlling IdeaEstablishes a controlling idea that states the main purpose and/or question for the tasks. L2Addresses the credibility of sources.

DevelopmentPresents sufficient information in order to examine or convey topics or issues, answer questions,solve problems; identifies salient themes or features; explains key information with sufficientdetail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question.

Organization Applies a generally effective structure to address specific requirements of the prompt.

ConventionsDemonstrates a command of standard English conventions and cohesion; employs languageand tone appropriate to audience and purpose.

Classroom Assessment Task

No Classroom Assessment Task for this module

Exemplar Work

Uploaded Files

Goodrid not yet.pdf (Not Yet)

(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3260/367146097_Mar_07_2013_153624454.pdf)

Goodrid approaches.pdf (Approaches Expectations)


Goodrid meets.pdf (Meets Expectations)


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Goodrid advanced 2.pdf (Advanced)


Goodrid TV advanced 1.pdf (Advanced)

(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/3260/1976207227_Apr_29_2013_091531945.pdf)

Module3260.pdf

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Comments

Author Notes

Other Comments

Module3260.pdf

Page of 33 33

Jurying Rubric for LDC Tasks and Modules May 2013 Version, page 1 of 6

Jurying Rubric for LDC Tasks and Modules Task/Module Information

Title Television in 50s and 60s

Author(s) Steve Goodrid (Daviess County) Jennifer Higdon (Daviess County) Sharon Thurman (Daviess County)

District Davies County, KY

School Rules of Road Reviewer(s)

Stuart Kahl Janet Price

Date Reviewed May 14, 2013

Evaluator(s)

Date Evaluated

LDC Jurying Team


Evaluator Summative Comments

Engaging prompt well integrated and supported by larger unit.

Effective grouping of reading mini-tasks by topic.


LDC TEACHING TASK SCORING GUIDE Category Work in Progress Good to Go Exemplar

Task Clarity & Coherence

Template type uses a writing mode that may not match the intended purpose of the prompt. Prompt wording may not be clear. Prompt wording may bias students toward a particular response. Task may be answerable without using the texts or instructional scaffolding in module.

Background statement may not frame task for students.

Template task uses a writing mode that matches the intended purpose of the prompt. Prompt wording is clear. Prompt wording is unbiased, leaving room for diverse responses. Prompt wording is aligned with content, texts, and student product (a "good fit"). Task is text dependent, requiring students to identify and use evidence from the texts in their responses. Background statement frames task for students.

("Good to Go" characteristics and...) Task is worded precisely to give students a clear purpose for writing and unambiguous directions. Prompt, texts, content, and student product are tightly aligned (are close to a "perfect fit").

Content May have a weak connection to content central to the discipline. May not address a central issue/theme relevant to the discipline. May oversimplify a topic, or may not require students to engage in analytic reading and thinking skills central to the discipline.

Addresses content central to the discipline, requiring students to build strong content knowledge. Engages students in a range of analytic reading and thinking skills.

("Good to Go" characteristics and...) Addresses big ideas or enduring understandings central to the discipline. Engages students in complex, higher order thinking skills specific to the discipline.


Text(s) May be loosely aligned or misaligned to the purpose of the task. May bias students toward a particular response. May be too difficult or too easy for the range of student ability. May include so many texts or allow so much student choice that it will be difficult to support reading closely and provide appropriate instruction.

Are useful for providing content and evidence to be used in addressing the task. Do not bias students toward a particular response. Are intellectually challenging but accessible to all students, requiring them to apply CCSS reading skills to comprehend and analyze content.

("Good to Go" characteristics and...) Are engaging, tightly relevant (indispensable), and authentic. Are tightly aligned to the task purpose. Represent central modes of discourse in the discipline. Are carefully selected, excerpted, or modified to provide appropriate text complexity (using either quantitative or qualitative measures) for the range of student reading ability.

Student Product

May be inappropriate to the discipline, content, or challenge of the task. May be too difficult or too easy for the range of student ability.

Is appropriate for the discipline, content, and challenge of the task. Is intellectually challenging and accessible to all students, requiring them to apply CCSS writing skills to demonstrate their achievement.

("Good to Go" characteristics and...) Authentically engages students in rhetorical modes and types of writing central to the discipline.

HOLISTIC SCORE FOR LDC TEACHING TASK Rating (check one) Description

x Exemplar Teaching task is coherent, with all components tightly aligned. Teaching task has clear purpose and precise elements overall; addresses content central to the discipline; engages students in applying higher order thinking skills specific to the discipline; employs carefully selected or customized, highly appropriate, and relevant text(s); and creates academic contexts for engaging CCSS reading and writing skills and tasks. Teaching task topic or issue is relevant to the discipline or course and has broad applicability. Teaching task provides a focus on one or more CCSS reading standards involving reading texts closely.

Good to Go Teaching task is coherent, with all components aligned. Teaching task has clear, specific, and detailed elements overall; addresses content relevant to the discipline; employs relevant text(s); and creates academic contexts for engaging CCSS reading and writing skills and tasks. Teaching task creates opportunities to teach CCSS reading skills.

Work In Progress Needs revision for reasons listed below.

Not scored Does not fit the LDC Rules of the Road.


Evaluator Formative Feedback for Revision

Task appropriately embedded in a unit that gives the background information they will need. Matching what they have learned about the politics and culture of the 50s and 60s to what they now will study about TV during that period to find the nexus between TV and politics and culture is a very cognitively challenging but also very engaging task.


LDC MODULE SCORING GUIDE Category Work in Progress Good to Go Exemplar

What Skills? Skills list may miss significant demands of the task. Skills may not be clustered and sequenced to support the teaching task.

Skills list is relevant to teaching task, (including prompt, content, discipline, text(s), and student product) Skills are clustered and sequenced to support the teaching task.

("Good to Go" characteristics and...) Skills list is tightly aligned to the task and the demands of the texts. Skills are clustered and sequenced to support access to the texts and completion of the teaching task product.

What Instruction?

Mini-tasks may not relate to skills list. Mini-tasks may rely on general strategies that provide weak support for the skills, texts, and teaching task.

Instructional strategies may be loosely connected to mini-tasks and completion of the teaching task. Pacing may not be realistic. Materials, references, and supports used in instruction may not be available to other teachers. Module does not present adequate opportunity to teach writing in response to reading.

Mini-tasks and scoring guides relate to skills list. Mini-tasks support the skills, texts, and teaching task, (including prompt, content, discipline, text(s), and student product).

Instructional strategies support the mini-tasks and completion of the teaching task, (including prompt, content, discipline, text(s), and student product). Pacing is realistic. Materials, references, and supports used in instruction are attached, linked, or cited in enough detail to allow other teachers to obtain them.

("Good to Go" characteristics and...) The mini-tasks and instructional strategies are coherent, tightly aligned to the skills, and well designed to support student success on the teaching task. The mini-tasks and instructional strategies explicitly build student capacity to understand and analyze complex texts. The mini-tasks and instructional strategies explicitly build student capacity to produce clear and coherent writing appropriate to task, purpose, and audience. Mini-tasks are well placed to provide formative feedback and give evidence about student progress. Instructional strategies are sufficiently specified to be replicated (but not over-described). Each scoring guide has clear criteria tightly aligned to the skill being taught. Materials, references, and supports for instruction are of high quality, relevant, and aligned.


What Results?

If included, classroom assessment may have loose connection to teaching task or may be unrealistic as an on-demand task.

If module has been taught, student work samples with annotated scoring rubrics are included, providing two samples per level if available. If included, the optional classroom assessment is connected to teaching task.

("Good to Go" characteristics and...) If included, the classroom assessment is realistic as an on-demand task and provides targeted information about student progress toward meeting one or more module goals.

Teacher Work

Module is annotated with sufficient detail so others can use it. Annotation helps make module clear and easy to use.

HOLISTIC SCORE FOR LDC MODULE Rating (Check One) Description

Exemplar Module is highly coherent, tightly aligned to an exemplar teaching task, and appropriate in rigor to the course. Module supports the teaching task with a well-planned and strategic instructional sequence in which mini-tasks lead to the final product’s completion. Module is polished with attention to the needs of a wide educator audience. Module closely aligns to CCSS standards and creates an opportunity to teach writing in response to reading text(s) closely.

Good to Go Module is coherent and aligned to a good to go or exemplar teaching task. Module supports the teaching task with a well-planned instructional sequence in which mini-tasks lead to the final product’s completion. Module provides sufficient detail so that others might use it. Module generally aligns to CCSS standards and creates an opportunity to teach writing in response to reading.

Work In Progress Needs revision for reasons listed below.

Not scored Does not fit the LDC Rules of the Road.

Evaluator Formative Feedback for Revision

Why does text selection and bibliographical information precede reading? Great that reading is organized by topic. Do all students read all selections? That seems a bit overwhelming. So many questions listed in mini-tasks—not clear how they are to be dealt with—do students pick or get assigned different ones? Are they discussed in small groups or whole class? Wonderful use of constructed response questions. However, scoring guides are all the same generic statement (credible response) –what about whether students are connecting the events they previously studied to the impact of TV? A somewhat more granular scoring guide might be more useful as formative assessment. The bridge from reading to writing currently is “In a quick write, write about what you know now that you’ve read about (content).” This is from the default template and may not be best way to bridge in this task. What about a Socratic seminar or other speaking/listening task or creating T chart in small groups?


The student writing is very interesting and demonstrates that students are able to show, e.g., how television advanced the agenda of the Civil Right Movement

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