Postwar Prosperity: The Origin of the Teenager

Social Studies American History The United States in the 20th Century Postwar Prosperity: The Origin of the Teenager
Students brainstorm names of rock & roll artists from the 1950s and 60s. Then they make a chart summarizing three main causes of the concept of a teen-ager. Next they prepare a case study of the life of a mid-century teenager in three stages: preparing questions, conducting an interview, writing the study. Finally they evaluate their work with a rubric.

This learning experience is designed for device-enabled classrooms. The teacher guides the lesson, and students use embedded resources, social media skills, and critical thinking skills to actively participate. To get access to a free version of the complete lesson, sign up for an exploros account.

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Here are the teacher pack items for Postwar Prosperity: The Origin of the Teenager:

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Overview

In this experience, students brainstorm names of rock & roll artists from the 1950s and 60s. Then they make a chart summarizing three main causes of the concept of a teenager. Next they prepare a case study of the life of a mid-century teenager in three stages: preparing questions, conducting an interview, writing the study. Finally they evaluate their work with a rubric.

Students will collaborate in small groups for scene 3 to scene 4. Each group will conduct an interview of someone who was a teenager in the United States in the 1950s or 1960s. Many of the students will be able to interview their grandparents. You may need to line up a few volunteer interviewees for groups who are unable to locate their own.

There is no quiz at the end of the experience. Instead, students will self-evaluate their work using a rubric. The rubric is available in the Student Pack for students to review before they begin work on their case study.

Estimated duration: The duration varies depending on how long you want to allow for the interviews and the development of the case studies. You may also choose to have each group present its case study orally to work on ELAR skills to plan, research, and orally present topics.

Vocabulary words:

  • compulsory
  • vocational
  • supervise

Objectives

  • Describe the period of economic prosperity after World War II.
  • Prepare a case study of a teenager in the 1950s or 1960s.


Engage


After the World War II ended, the United States entered a period of prosperity. The soldiers who returned from service headed to college, paid for by the government. Factories that had done well manufacturing supplies for the military could now turn to producing consumer products. Many young couples who had waited to start a family because of the war were now buying homes and having babies, leading to what is known as the “baby boom.” In this experience you will learn about one aspect of this prosperity: how it affected the life of teenagers.

Objectives

  • Describe the period of economic prosperity after World War II.
  • Prepare a case study of a teenager in the 1950s or 1960s.


photograph of rock & roll singer Chuck Berry holding his electric guitar

Chuck Berry, considered the “Father of Rock & Roll”


Recall that jazz arose in the United States following World War I. Another music form arose in the United States following World War II—rock & roll.


Name a rock & roll band or singer who was popular in the 1950s or 1960s. To list multiple names, separate them with a comma like this: guitar, drums.

Post your answer

Sample answers: Elvis Presley, Buddy Holly, Beatles, Rolling Stones

Ask students: How did rock & roll reflect the general mood in the United States following World War II? Early rock & roll is known for its bouncy, fun mood. The general mood in the country was one of euphoria as the United States emerged from the war into a period of prosperity and world power.


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