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1950s Culture vs 1960s Counterculture: 15 Image Gallery Walk & Research Project!

Rated 4.72 out of 5, based on 39 reviews
4.7 (39 ratings)
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History with Mr E
14.8k Followers
Grade Levels
6th - 10th, Homeschool
Standards
Formats Included
  • Zip
Pages
23 pages
$4.99
$4.99
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History with Mr E
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What educators are saying

This was a great set of supplemental work for my Cold War unit. Thank you for making my job a little bit easier!
This offered a good way to view the changes from the 50s and 60s. I expanded a bit and did a debrief PowerPoint to discuss each group which I think added needed context. But other than that, this was a great, ready-to-use assignment

Description

In this engaging 1950s and 1960s (culture and counterculture) gallery walk project, students learn the characteristics of 1950s culture and the 1960s counterculture, complete a classroom organizer, and conduct research further about leaders of the 1960s counterculture movement (Jack Kerouac, Jane Fonda, Bob Dylan, Betty Friedan, and Timothy Leary).

Students navigate 7 different image sets, each with a different focus, to learn about how the 1950s and 1960s viewed authority, patriotism, music, women and gender roles, dancing and entertainment, and conformity differently. In each set, students use the included PowerPoint to identify which image best fits the 1950s and 1960s characteristics. In the final assignment, students complete a short prompt, create a cause-and-effect cartoon, and conduct research on other individuals of the 1960s counterculture!

This resource is included in the Birth of American Culture (1950s and 1960s Culture) Unit, located here!

A key and a Google 1:1 version are included!

Total Pages
23 pages
Answer Key
Included
Teaching Duration
2 days
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Standards

to see state-specific standards (only available in the US).
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

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