CavLibrary was thrilled to collaborate with Mr. Kemper’s U.S. History classes to feature a 1950s Learning Station activity. Students rotated through six multimedia stations, exploring and analyzing various events of the 1950s.
At Station 1, students viewed a video on The Space Race and Cold War, responding to questions about the implications of each event.
At Station 2, students participated in a Timeline Gallery Walk, selecting two connected events from the decade and identifying any patterns that characterized the 1950s.
At Station 3, students listened to recordings of Carl Perkins’ (Jackson, TN, native) “Boppin’ the Blues” and Chuck Berry’s “Roll Over, Beethoven,” analyzing the lyrics, tone, style and rhythm of each.
At Station 4, students entered a simulated Nuclear Fallout Shelter, listened to an Air Raid Siren, and read aloud “A Children’s Account of Surviving a Nuclear Attack” written by fellow U.S. History teacher, Mr. Cameron White.
At Station 5, students viewed an episode of “Leave It to Beaver” from October 24, 1959, analyzing the values portrayed in the 1950s and comparing the episode to modern television programming.
At Station 6, students viewed a short video of 1950’s suburbia and the Baby Boom, hypothesizing about family life and drawing any correlations between other time periods in U.S. History.
And, as always, I was happy to dress the part! I think I could have lived in the 1950s….maybe? I like the music at least.
A huge thank you to Mr. Cameron White, Mr. Richard Kemper, and our wonderful CCHS students who were generous enough to spend their day with me and travel back in time.
CavLibrary was thrilled to collaborate with Ms. DeShae Cole and the CCHS Spanish department to host Dia de los Muertos Learning Stations. To celebrate the holiday, while analyzing the celebrations of other cultures, students rotated through four cooperative learning stations focused on some elements of the Hispanic celebration. At Station 1, students analyzed two infographics with facts and comparisons and responded to questions. At Station 2, students observed the items/products included in an ofrenda to Selena, making their own inference of the objects meaning/purpose, and then opening the labeled card to discover the actual intention of the object’s inclusion on the altar. At Station 3, students read an article regarding the history of sugar skulls and decorated their own sugar skull magnet. At Station 4, students read about political satire and the traditional calavera poem then wrote their own calavera poem. The day ended with excellent “tweets” about the lesson and some creative hashtags. #dayofthedead, #sugarskull, # deathisbeautiful, #don’tlicktheskull, #thealtarwaslit.