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\n\"Seductive\n\n
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\nBrooklyn Museum\n
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\nSeductive Subversion: Women Pop Artists, 1958–1968\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nWhat role did women play in pop art during the 1950s and 1960s? The class researches the role of women in mid-century America and how those roles were portrayed through the pop art of the time. They use an excellent set of...\n
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\n\"Corner\n\n
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\nCurated OER\n
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\nCorner of the Carpet\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the socioeconomic conditions in Montgomery, Alabama in the late 1950's including the poverty and living condition of the blacks during this time by watching a documentary. They determine how these living conditions lead...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Space Race in the '50's\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars explore the impact of the space race. In this 1950's America lesson, students examine newspapers from the time period as well as Apollo mission episodes. Young scholars then create journals from the perspectives of Apollo...\n
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\n\"Barbie™:\n\n
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\nUniversity of Oklahoma\n
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\nBarbie™: Blessing or Curse? - Style, Format, and Genre\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nBarbie has been an iconic figure in the lives of girls since the 1950s, but her existence has been full of controversy. A lesson plan on style, format, and genre explores that controversy by looking at three texts with different...\n
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\n\"Civil\n\n
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\nCurated OER\n
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\nCivil Rights Time Line\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents create a time line about important events in the civil rights movement of the 1950s and 1960s.\n
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\n\"Jazz\n\n
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\nCurated OER\n
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\nJazz in America Lesson Plan 6\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents survey bebop, cool jazz, and hard bop. They explore how bebop, cool jazz, and hard bop reflected American culture and society in the 1940s and 1950s.\n
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\n\""Police\n\n
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\nCurated OER\n
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\n\"Police Action\": The Korean War, 1950-1953\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate facts about the war in Korea in the 1950's and attempt to classify American foreign policy as a triumph or a failure. Why the U.S. became involved and the unpopularity of the war in America forms the focus of this...\n
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\n\"Witch\n\n
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\nCurated OER\n
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\nWitch Hunt or Red Menace? Anticommunism in Postwar America, 1945-1954\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers investigate what constitutes an \"un-American\" activity and why Soviet espionage was such an important issue in the 1940's and 1950's. Joseph McCarthy's impact on American anticommunism is examined in this instructional...\n
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\n\"Build\n\n
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\nCurated OER\n
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\nBuild It With Lincoln Logs!\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents use primary sources to analyze advertisements, prices, and styles of Lincoln Logs from Carson Pirie Scott catalogs from 1952 to 1960. Students then compare modern-day toy to Lincoln Logs of the 1950s by analyzing differences in...\n
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\n\"Joe\n\n
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\nCarolina K-12\n
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\nJoe McCarthy and the Red Scare\n

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\n\nFor Teachers\n\n11th\n\nStandards\n
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\nIn the 1950s, how did the Red Scare and the actions of Senator Joseph McCarthy affect the American people? Your young historians will analyze primary source documents on the Red Scare, participate in a \"find the...\n
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\n\"“Duck\n\n
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\nSocial Studies School Service\n
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\n“Duck and Cover” (Civil Defense)\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nBert the Turtle models for viewers the 1950s Civil Defense Duck and Cover strategy that was supposed to protect citizens from a nuclear blast. After viewing the video, watchers are asked to consider the motivations of the producers of...\n
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\n\"Brown\n\n
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\nState Bar of Texas\n
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\nBrown v. Board of Education\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nYou walk each day over 20 blocks to school as a 9-year old because the color of your skin does not allow you to attend a school in your own neighborhood. Scholars use the 1954 Supreme Court case Brown v. Board of Education to investigate...\n
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PPT
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\n\"Protein\n\n
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\nBiology Junction\n
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\nProtein Synthesis\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWatson and Crick built the first model of DNA in the 1950s, and our understanding of DNA since then continues to grow exponentially. Scholars learn about protein synthesis by observing a presentation and completing a worksheet. Both walk...\n
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\n\"Core\n\n
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\nPenguin Books\n
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\nCore Curriculum Lesson Plans for The Lions of Little Rock\n

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\n\nFor Teachers\n\n5th - 7th\n\nStandards\n
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\nSchools in the 1950s and 60s looked very different from the schools we know today. An educator's guide explores the civil rights movement and, specifically, the process of integrating schools. Questions cover key themes in the novel and...\n
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Interactive
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\n\"Renewing\n\n
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\nUniversity of Richmond\n
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\nRenewing Inequality: Family Displacements through Urban Renewal 1950-1966\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWhat is progress? Who bears its cost? High schoolers consider the questions as they review data on families displaced by urban renewal projects in the 1950s and 1960s. An interactive, curated data project asks historians to consider the...\n
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\n\"Latinos\n\n
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\nPBS\n
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\nLatinos at the Ballot Box\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nLatinx people have had a profound effect on voting patterns, going back to the 1950s. Using video clips from the PBS series \"Latino Americans,\" scholars work to assemble a timeline of the interesting history. Then, pupils consider the...\n
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Instructional Video3:57
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\n\"Gustavo\n\n
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\nPBS\n
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\nGustavo Pérez Firmat\n

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\n\nFor Students\n\n4th - 12th\n
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\nA short video highlights the experiences of Cuban immigrants during the 1950s and 60s as many fled communist Cuba for Florida. It explains the plans of many to return once Castro was disposed and how immigrants had to integrate into...\n
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\n\"Using\n\n
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\nTeaching Tolerance\n
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\nUsing Photographs to Teach Social Justice | Confronting Unjust Practices\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nA powerful photograph of the Freedom Riders of 1961 launches an examination of the de jure and de facto injustices that the civil rights movement of the 1950s and 1960s addressed. Young historians first watch a video and read the Supreme...\n
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\n\"Civil\n\n
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\nNewseum\n
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\nCivil Rights News Coverage: Looking Back at Bias\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nNot all southern newspapers covered the civil rights movement of the 1950s and 1960s. Young journalists investigate how The Lexington (Ky. Herald-Leader and The Jackson (Tenn.) Sun re-examined their coverage of the movement. After...\n
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\n\"'The\n\n
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\nNewseum\n
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\n'The Press and the Civil Rights Movement' Video Lesson\n

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\n\nFor Teachers\n\n9th - Higher Ed\n\nStandards\n
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\nScholars watch a video featuring journalists who covered the civil rights movement, then respond to questions on a viewing guide. The video features interviews with participants and original news footage from the 1950s and 1960s. In...\n
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\n\"Mary\n\n
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\nLearning for Justice\n
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\nMary Church Terrell\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nExcerpts from an 1898 speech by civil rights activist Mary Church Terrell offers young scholars an opportunity to investigate how Black American women fought for civil rights long before Rosa Parks and the civil rights movement of the...\n
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\n\""Sí,\n\n
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\nNational Endowment for the Humanities\n
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\n\"Sí, se puede!\": Chávez, Huerta, and the UFW\n

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\n\nFor Teachers\n\n6th - 12th\n
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\n\"Sí, se puede!\" Cesar Chavez and Dolores Huerta believed organizing farm workers and changing their working conditions were possible. Scholars examine provisions of the Bracero Program, videos, and the United Farm Workers' (UFW) work....\n
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\n\"Gloria\n\n
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\nNational Woman's History Museum\n
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\nGloria Steinem, Feminism and “Living the Revolution\"\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nExcerpts from Feminine Mystique by Betty Friedan and from Gloria Steinem's \"Living the Revolution\" provide high schoolers an opportunity to study the feminism of the 1950s and 1960s, sometimes called the \"Second Wave of Feminism.\"\n
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Instructional Video12:10
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\n\"Geography\n\n
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\nGeography Now\n
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\nGeography Now! Kuwait\n

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\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
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\nKuwait is the third largest oil producer in the world, but it is a global leader in water processing. The surprising characteristic is a result of the nation's desalination efforts, which started in the 1950s. A video resource showcases...\n
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