Lesson

Plan

Ashley Speakman

Grade: 5 Class: Social Studies Unit/Topic: Ch. 10 p. 284-287: Life after World War 2

Date: June 13, 2012 Length: 45 min.

General Outcomes
Specific Outcomes

Students will have an understanding of what life was like after World War 2
(WW2) in Canada.
1. Students will review what life was like during the Great Depression and
WW2.
2. Students will work together to brainstorm how life changed between 1929
and the 1950s.
1. Students will participate in class discussion about life after WW2.
2. Students will gain an understanding of what contributed to the changes in
the 1950s including the baby boomers, jobs available, and increase in leisure
and entertainment.

Equipment & Materials

Textbook
Individual Whiteboards for groups
Dry eraser markers
Kleenex
Crossword Puzzles
Computer and link to YouTube video:
http://www.youtube.com/watch?v=4pLnU2htQBI
Smart Board to view video

Introduction
1. Review past lesson on the Great Depression.
a. Q: What it was? (Recession, little money/jobs, factories closing, years of
draught/bad crops, etc.) Q: When did it occur? (1929- 1939) Q: When you
think of the Great Depression, what are some words that describe it.
* As the students answer these questions, write down on the board under the
title The Great Depression.
2. Q: What happened in 1939? (Transition to talking about WW2.)
a. Q: What do you know about war in general or WW2 specifically? Q: What
are some words that describe war? Q: When did WW2 end?
* As the students answer these questions, write down on the board under the
title WW2.
Learning Activities & Teaching Strategies
1. Instruct students to think about all of the items that have been written on the
board with regards to the Great Depression and WW2. Advise them that you will
now play the YouTube video, and as they watch it, that they should think about
WHAT is different from the 30s to the 50s, and WHY they think there is such a
drastic change.
2. Watch video.
3. Instruct students that they will be working with either a partner or in a small group
(based on current sitting arrangement), and that they need to brainstorm the
WHAT and WHY, as listed in #1 above. Write on the board how they should set up
their brainstorming on the whiteboards, and give them an example for clarity (see
below), and then pass out the whiteboards. Have them volunteer a writer, which
can be switched halfway. Ask if any questions.

Assessments
Formative:
Ask questions and
put answers on
board

Formative:
Walk around and
conduct
assessment of the
brainstorming
within groups
Answers and
participation in
group discussion

The Good Old Days

(Students do not need to write down, but can . Will be written on board prior to class)

Different

List WHAT is
different
Eg.: Cars

Why/Cause

List WHY you think
it is diffent
Eg. Technology
advances after
war, factories, etc.

Give students up to ten minutes (judge time allotted based on students progress
and focus). As they brainstorm walk around to ensure students understand and are
on track.
4. Have group discussion: ask each pair/group to volunteer an item that they have
listed under WHAT is different. Write their ideas on the board. Discuss anything
that does not appear. Items listed should include:
a. technology (cars, televisions, planes);
b. growth
i. suburbs - areas of housing outside of city or town give examples
and discuss further to ensure students understand what is meant
by the term suburbs;
ii. baby boomers - again discuss Q: what do you think was the cause
of the baby boomers?;
c. leisure (dances, sock hops)
d. entertainment (television, music)
e. toys, fashion, food
5. Discuss WHY it is different and the causes of the changes in the 50s:
a. Discuss factories after WW2 - now made items like cars and refrigerators
b. Talk more about the expansion of the population in Canada
i. Immigrants coming to Canada post-WW2
ii. Baby boomers
iii. This creates a demand for more houses (suburbs), need cars to get
to, and toys/clothing etc. for children
iv. Thus, creates jobs.
c. Q: What happens when you work? (Earn money) Q: What do you do with
that money? (Spend it). Discuss how more money equals more times of
leisure and entertainment as was seen in the video.
Closure
Formative:
1. Q: This may seem like an obvious question, but did the changes in Canada post-
Again walk around
WW2 create an improved way of life? Why? Discuss in groups and write down
to assess that
three reasons why you think they did (or did not). Give approximately 5 minutes.
students grasped
2. Read pages 284-287 in text.
concepts
3. Sponge activity: word search consisting of words that describe life after WW2.
discussed.
4. Introduce next chapter.