Archive for the ‘1950s: Postwar society’ Category

DQ: Who are/were the beneficiaries of the interstate highway systems? Who are/were its casualties?


Music Monday: Lollipop by the Chordettes and Five Satins “In the Still of the Night

In Class:

(Note, plans for the highway system began in the late 1930s. He’s often credited with the creation of it, but there were many years of work prior to its actual creation.)

Related Links:

A theory about how the public bus system took over streetcars decades earlier in Taken for a Ride


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Music Monday:  The Tennessee Waltz

In Class: Watch “The Fear and the Dream” and see what the fifties look like at home. We won’t have time to finish this in class so watch the rest of it for homework and complete the viewing guide.

Tuesday: Look at how the US reacts to communism spreading around the world. We will look at China, Guatemala, and Cuba. How does the US intervene in these places?

Homework: Read textbook pages 587-593 and the CIA classified documents article and answer the questions on the back

Wednesday: LMC day. Looking at CIA declassified documents. We will be collecting data trying to decide if you agree or disagree with the following statement, “Secrets are the necessary currency of the intelligence profession and protection of confidential sources and special methods is a solemn duty of every CIA officer.” How does the CIA get involved around the world?

2. Overview of the beginnings of the CIA

Robert Wallace and H. Keith Melton say in their 2008 book Spycraft, that:

“Every CIA director confronts the tension between secrecy and the American public’s right to know what its government is doing. Secrets are the necessary currency of the intelligence profession and protection of confidential sources and special methods is a solemn duty of every CIA officer. Regrettably. there have been instances when secrecy was invoked to deny knowledge of information that has long since lost sensitivity but is vital for the public understanding  and consideration. Such misuse of secrecy can result in flawed policy decisions  wild speculation about the CIA’s activities, and a misleading historical record/ For the CIA to maintain the public trust, responsible and accurate presentation of information on intelligence subjects is both wise and necessary.”

Cold War CIA Covert Operations (support [advice, subsidization, etc.] of political parties, private groups or individuals, covert propaganda, economic operations, and paramilitary or political action operations designed to overthrow or support a regime.)

CIA will open its files….a brief overview from the New York Times. (The  film Zero Dark Thirty was based on CIA documents released after Bin-Laden’s death.)

1. The Iran Coup, 1953 (see p. 590-591 in your textbook for a brief introduction)

2. The CIA in Cuba (see p. 591-593 in your textbook for a brief introduction)

3. CIA mission in Guatemala


1. Review CIA declassified documents from the LMC research.

2. Who were the Rosenburgs? The Rosenburg execution.

3. Consider the Stalin and Truman speeches. Where can the origins of this Cold War be found?

4. What does this fear look like in the US?

Friday: The ’50s at Home: GI Bill, housing, and the postwar economy. Was the 1950s economic boom great for everybody?

Additional Resources:

Textbook references

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In Class- Review for the Unit One Test tomorrow. Use this review guide to help prepare.
Homework- Study!

Tuesday: TEST DAY

Wednesday: Start of the Cold War! Look at this speech on US foreign policy in Asia following World War II and discuss it in class. What is containment? Can you have a uniform foreign policy for so many diverse groups of people? Also look at the Truman Doctrine speech (March 1947) Read it here-this is where “containment” is outlined.

Thursday:What is the difference between communism, socialism and capitalism? Are they compatible? Listen to these speeches and see the start of the Cold War in Europe.

Friday: NO SCHOOL!

Additional Resources:

Cold War Intro power point

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Watch: Race: The Power of an Illusion. 

Here is an excerpt from the documentary: The House we Live In. Here is the complete transcript for it. It’s also available from our school library.

Take copious notes on this documentary. You’ll need to use this as a case study for your exam regarding the role of government in the provision of social/economic services and the role and efficacy of the Courts.


Music Monday: Lollipop by the Chordettes and Five Satins “In the Still of the Night

1. Discuss The House we Live in.

2. Are cities segregated and if so, what has contributed to making them that way?

3. The Other America by Michael Harrington


Finish reading the Michael Harrington excerpt AND read pp. 516-517 of the textbook to see how they describe it.

Related Resources

Alone in Public Housing with a Spare Bedroom (nytimes.com)

Better Housing News Flash

Scholars Return to a Culture of Poverty

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JQ: Why does Chicago’s demographic map look like it does?

Review directions on posting your compendium entry to the blog.

  1. Go to the “Compendium Collections” page on the blog.
  2. At the bottom of the page, there is a “Leave a comment” link.
  3. Click on this link and paste your entry into the space. Be sure you have 4 sections to your entry and they are numbered so that the separate sections are clear and easy to distinguish.

In Class:

1. Begin reading Chapter Two: The Noose Around Black Chicago, from Family Properties: Race, Real Estate, and the Exploitation of Black America. Complete the reading guide while you are reading.

a. For pp. 36-50, number each of the paragraphs.
b. Next to each paragraph, write a question you could ask in the margin. Keep in mind they can either be comprehension questions or analytical questions

2. Discuss in small groups responses to your questions.

3. Write the opening statement in a court case arguing your equal protection rights were violated.

4. Scored discussion on Tuesday. Who would like to participate in this one?


1. Finish reading chapter two and completing the questions in the reading guide.

2. Complete any notes from your textbook Chapter 18. Test on Chapters 17 and 18 on Friday. (If you are planning to be gone Friday, you may take the exam Thursday during Lunch/Learn. Monday would be the final day to take it before the quarter ends.)

Related Links

Mapping Racial Segregation

Racial Residential Segregation Indices


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We’ll be creating a web-based, primary and academic source compendium for Chapter 18. If you haven’t already bookmarked/added to favorites our class blog, please do that now!

On Friday you signed up for a section of the textbook. This is the compendium entry for which you will be responsible. Your name will be attached to the entry you complete. These are the three main sections of the compendium:

  • Section 1 Postwar Economy booms
  • Section 2: Suburban lifestyles
  • Section 3: Poverty and Plenty

Your entry will be comprised of the following 4 sections:

1. Summary (background information on the topic–you should start here!)

  • Textbook
  • Wikipedia

2. Secondary source (an academic article about the era written since 1990)

  • Badgerlink (Search Academic databases)
    • 1. Click Database list
    • 2. Click on Academic Search Premier
    • 3. Consider your search terms. If at first your terms don’t give you the articles you want, try a different term or two. You get better at searching databases through trial and error. Don’t give up…revise!
  • Google ScholarWhen you have your article, create a complete citation for it according to MLA guidelines. If you’d like help, use Bib Me.

3. Connection to the present. (how the issue manifests itself)

4. Primary sources. (documents produced during the era)

Use the resources in each section to complete the portion of your entry. Final entries should posted as a comment to the Compendium page of this blog.

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JQ: None

In Class:

1.Libya around the world: What has been the reaction?

2. Read section on GI Bill from textbook.

  • Show graphs data about wealth and inequality:

3. Housing: Race: The Power of an Illusion
The House we Live In

4. Education

Related Resources:

  • Hilary Herbold, “Never A Level Playing Field: Blacks and the G.I. Bill,” The Journal of Blacks in Higher Education, (Winter, 1994-1995), 104-105,107,108.
  • Ronald Roach, “From Combat to Campus: G.I. Bill Gave a Generation of African Americans and Opportunity to Pursue the American Dream,” Black Issues in Higher Education, (August 21, 1997), 26-29.
  • Mark Boulton, “How the G.I. Bill Failed African-American Vietnam War Veterans,” THE JOURNAL OF BLACKS IN HIGHER EDUCATION, Number 58, Winter 2007/08, 57-61.
  • Geography of Race in the United States


Read and be familiar with the section you signed up  for in Chapter 18.

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