Lesson Summary
Working
in groups of two, the students will create a thirty second television
advertisement for one of the key historical vocabulary words of the period in
America just after World War II. One
student will be responsible for copy while the other student will be
responsible for artwork. Each team will
develop a storyboard to present to the class.
For extra credit, the students can provide a video of the completed
commercial.
California Academic Standard(s)
- 11.8 – Students analyze the economic boom and social transformation of post-World War II America.
- 11.9 – Students analyze U.S. foreign policy since World War II.
Time Frame
(3) to (4) 50 minute classes
Goal
(3) to (4) 50 minute classes
Goal
The
students will learn critical thinking skills in a team environment while
acquiring knowledge about key economic, social and foreign policy events in
America in the period after World War II.
Learning Styles
Learning Styles
- Linguistic
- Auditory
- Social
- Intrapersonal
- Logical
Lesson Plan
Anticipatory Set (10
min)
The instructor will show a video clip of a 1950’s
advertisement. The instructor will
briefly discuss how the advertisement industry became the fastest growing
industry in the 1950s.
Direct Instruction
(10 min)
The instructor will provide a handout to the students with
directions about the project and twenty historical vocabulary words relating to
the 1950’s and the early Cold War period.
The instructor will describe the directions to the students and answer
any questions.
Directions
Working in groups of
two, you will need to create a 30 second advertising script for a vocabulary
word. The goal will be to sell the
vocabulary word to the class.
The script will
include the following:
- Location(s) - Describe the location of the advertisement. (Ex: In a studio, golf course, deserted Island)
- Scene Description – Describe each scene in the advertisement. There may be just one scene or there may be multiple scenes depending on the advertisement. You may want to develop a graphic to demonstrate the scene but it is not mandatory.
- Dialogue – Develop a script for the advertisement. You may just have a voice over, people talking or both.
- Props Description – If any props will be used in the advertisement, describe what they are and how they will be used.
One individual in the
group will be responsible for copyrighting and the other for art direction. Each group will present their advertisement
script to the class and submit the script to the teacher.
Be Creative and Have
Fun!
Modeling (5 min)
The instructor will take a historically relevant vocabulary word from another
unit and provide ideas on how the word can be presented in a 30 second television
advertisement.
Guided Practice (10
min)
The instructor will place the students in groups of two. The students will have ten minutes to review the vocabulary words and
decide which word will be used for the advertisement. The instructor will walk around the room
making sure each group remains on task.
Each group will submit their vocabulary word to the instructor.
Guided Practice
(60 min)
In each group, the students will pick the art director and the
copywriter. The students will complete
the script and be ready to present it to the class. The instructor will work with each group to
make sure they are completing the project correctly.
Checks for
Understanding (50 min)
The
students will present their scripts to the
class. If students have completed an extra credit video for the commercial, the students must first present the script and then show the completed commercial.
Direct Instruction (10 min)
The instructor will summarize the lesson by discussing the vocabulary words and have the students provide feedback about the
advertisements and how they relate to the vocabulary word.