ACP-UP ePortfolio

ADJUNCT CERTIFICATION PROGRAM (ACP)

By
Ryan Gullett
Bruce Caraway

ACP-UP
11/24/2015

OUTLINE TITLE
I. Syllabus Snapshot
II. BOPPPS Lesson Plan & Supporting Materials
III. Test Questions
IV. Rubric
V. Showcase Presentation
VI. Reflective Essay

1

U.S. History

Fall 2015
HIST 1302-6002
F 9:00 AM – 12:00 PM
Bldg 13 Room 429

Course Description: Contact Me:

This course is a survey of U.S. history from 1877 to the present. Mr. Ryan Gullett

This includes a wide variety of topics including: western [email protected]
(Please use the D2L class email
expansion, industrialization, immigration, imperialism, economic, after the
semester begins.)
political and social developments, the wars of the 20th century
Materials Needed:
and the changing status and conditions of women and minorities.
Textbook:
History is not just about memorizing dates, people, and events.  Visions of America: A History

History is about asking the hard questions concerning our of the United States, Volume
ancestors’ decisions and actions. It is more than asking Who, Two, Jennifer D. Keene, Saul
What, When, and Where. It’s about searching for the How and the T. Cornell, Edward T.
O'Donnell, Second Edition,
Why. Another purpose of this course is to introduce YOU to the 9780205092680
Supplemental Books:
skills and practices of history. For more details go to  Andrew Carnegie and the
Rise of Big Business,
http://research.lonestar.edu/cat/catsrch.asp Livesay, 978-0321432872
 Franklin Delano Roosevelt,
Grading Policy Attendance: Brinkley, 9780199732029
Other Materials:
Assignments are divided into Attendance will be taken each Students MUST have internet
access, be familiar with basic
five modules, each consisting time this class meets. telecommunications, and are
required to submit assignments
of: and exams on the date that they
are due. Computer access is
 In-class discussion Students are required to keep your responsibility.
 Short-answer quiz up with assigned readings, and
 Module Exam to review the Power Points and
You are required to turn in all Learning Objectives for each
assignments at the regular Learning Module.

scheduled time. There will not (Please see Lone Star College
be any extra credit Handbook for full attendance
assignments, nor will any partial policy.)
credit be given for late

assignments.

Grading Scale
A 100 – 89.5 %
B 79.5 – 89.4 %
C 69.5 – 79.4%
D 59.5 –69.4%
F 0– 59.4%

BOPPPS LESSON PLAN (Ryan Gullett, HIST 1302)

COURSE: HIST 1302- History of the United States Since 1877
Lesson Title: Society and Culture 1945- 1960
Bridge: Which line is longest?

Put the letters (A,B,C,D) on different corners of the room before class starts. Then place the question on the board, with the longest line being ‘B’. Have the first

two or three students who enter stand beside letter ‘A’. Then have each student following student choose which line is longest. Once all the other students

have made their choices, have a student from each group defend their answer. (The correct answer is ‘B’).
Estimated time: 2-5 minutes
Course Student Learning Outcome: Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of United States
history.
Learning Objectives: By the end of this lesson, students will be able to

1. Identify the causes of prosperity in the 1950s. (Blooms: Level 1: Knowledge)
2. Assess the extent conformity influenced and shaped society and culture in the 1950s. (Blooms: Level 4: Analysis)
Pre-Assessment: Reading Quiz.
Estimated time: 5 minutes
Participatory Learning:
Time Instructor Activities Learner Activities Lesson Materials

10 min Lecture/Discussion: People of Plenty Lecture/Discussion PowerPoint
Why did the U.S. economy grow rapidly in the postwar

period? (Blooms: Level 1: Knowledge)

What were some of the reasons people chose to live in the
suburbs rather than the urban or rural areas? How would
this change in lifestyle affect America geographically?
(Blooms: Level 5: Synthesis)

10 min Lecture/Discussion: Conformity Lecture/Discussion PowerPoint
What was the image of the family in this period, and what
was the reality? (Blooms: Level 1: Knowledge)

10 min Discussion: Popular Culture To what extent was conformity the main characteristic of PowerPoint
10 min Lecture/Discussion: Cracks in the Picture Window society in the 1950s? (Blooms: Level 4: Analysis) PowerPoint
Discussion questions: Do we still feel pressure to conform
today? How do you usually respond to the pressure to
conform?
View and Discuss: YouTube 1950s Commercials
Lecture/Discussion
Discussion Questions: How did Rock n Roll and the Beat

Generation demonstrate rebellion against conformity and
social norms?
Post-assessment: TEDEd Video Lesson (Using Youtube Videos of 1950s Commercials): http://ed.ted.com/on/LuJ1faKa
What were some of the reoccurring themes in these four clips?
How does the television culture of the 1950s relate to current trends in the media today?
Do you think television still has as powerful an influence on society today? Explain why or why not.
Estimated time: 5 min
Summary: Minute Paper (CAT)

Estimated time: 5 min

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Lecture 134-16

 Why did the U.S. economy grow rapidly in
the postwar period?

 To what extent was conformity the main
characteristic of society in the 1950s?

 What was the image of the family in this
period, and what was the reality?

 What were the characteristics of the Beat
generation?

 Post-World War II Prosperity

 Between 1945 and 1960 the GNP
would double

 By 1970 the U.S. would produce
and consume 2/3 of the world’s
goods

 How?

 High government spending
 Military Industrial Complex
 Other major nations were

recovering from the war
 American civilians had saved

$150 billion during the war, and
now were ready to spend,
SPEND, SPEND!!!

 Servicemen’s Readjustment
Act of 1944

 Veterans Administration:

▪ Paid unemployment to veterans
for 1 year

▪ Provided home loans
▪ Financial aid for college

 As a result:

▪ 8 million soldiers went to college
▪ 5 million bought new homes

 The Baby Boom

 Between 1946 and 1964, 76
million Americans were born

 More children = economic
boom!!

 Construction Boom 1946 RCA 630TS

 1945-1960 – homeowners
increased by 50%

 New home appliances
increased as well

 Television

 In 1946, there were 7000
primitive black-and-white
sets

 In 1960, there were 50
million high quality sets

 In 1970, 38% of all homes
had at least one new color
TV sets

 Suburban Americana

 Between 1940 and 1970,
20 million Americans
moved to the city

 During the 1950s, suburbs
grew 6x faster than cities

 By 1970, 76 million lived in
the suburbs and 64 million
lived in central cities

 Commuter Civilization

 More commuters
demanded more roads,
highways, and even
interstate highways.

 Corporate Life

 Women's "Place“

 The Search for
Community &
Religious Revival

 World War II Business
Boom

 1940 – 100 largest companies
produced 30% of
manufactured goods

 1943 – 100 largest companies
produced 70%

 Fewer people were self-
employed

 From manual labor to
mental labor

 Large part of workforce work
in service industries

 Huge companies operate like
government agencies, forcing
conformity

 Life Magazine (1956)

"ideal" middle-class

woman From this 

 32-year-old white suburban

housewife; married at 16;

mother of 4 children;

excellent “home manager”

 Despite the stigma, many

women worked outside

the home from the 1950s

onward To this 

 On the move

 From 1946 onward, 20% of the
population changed addresses

 Americans became joiners: social
clubs, car pools, country clubs

 Religious Revival

 1940 – less than 50% of population
attended church

 1960 – over 65% were official
members

 In 1954, Congress adds “under God”
to the Pledge of Allegiance and in
1956 made the printing of “In God
We Trust” mandatory on all money

 William Franklin “Billy” Graham

 Began his Christian Crusade in 1949
 As of 2008, 2.2 billion people had

heard Billy Graham either live, on the
radio, or on television.

 Television

 The Golden Age of
Grease

 Medical Miracles

 A new way of informing the
public

 The nightly news

 Television advertising

 New forms of entertainment

 Wide world of sports

 Television programs

▪ Action Shows: Lone Ranger,
Gunsmoke, & Dragnet

▪ Sitcoms: I Love Lucy (1953)

 TV Dinners

 1953 – C.A. Swanson & Sons
developed the first TV Dinner

 McDonald’s, A Fast
Food Empires

 Richard and Maurice
McDonald (1948)

 Ray Kroc buys the
McDonald’s brothers
out in 1961

 By 1984, there were
7,000 McDonald’s
outlets

 Today there are more
than 31,000
McDonald’s serving 47
million people a day in
119 countries

 Polio epidemics

 Disease struck whole
towns without warning

 Patients were forced
into iron lungs

 A Vaccine

 Jonas Salk discovered a
vaccine in 1953

 First mass innoculation
1955

 Albert Sabin develops an
oral vaccine

 The Lonely Crowd

 Youth Culture and
Delinquency

 Rock and Roll

 Critics

 John Kenneth Galbraith
writes The Affluent Society
(1958) about social problems
in America

 John Keats writes The Crack in
the Picture Window (1956)
about “suburban hell”

 David Riesman writes The
Lonely Crowd (1950)
describing the new “typical
America”

 “Child-centered
anarchy”

 Dr. Benjamin Spock The
Common Sense Book of
Baby and Child Care (1946)

 Juvenile Delinquents

 By 1956 over 1 million
teens were arrested every
year

 Access to automobiles and
lack of parental control

 The birth and a new sound

 Alan Freed plays R&B music on
white radio stations, and coins
the term rock and roll (1951)

 Young black artists gain fame
among white audiences

 Elvis Presley produces
“Heartbreak Hotel” in 1956

 Reactions:

 Young adults help promote the
new musical form

 Parents confiscate and destroy
Rock and Roll records

 Patriotic groups claimed that
rock-and-roll music was a tool
of Communist insurgents
designed to corrupt American
youth.

Good Questions:

HIST 1302 Learning Outcomes

Upon successful completion of this course, students will:

1. Create an argument through the use of historical evidence.
2. Analyze and interpret primary and secondary sources.
3. Analyze the effects of historical, social, political, economic, cultural, and global forces on

this period of United States history.

Objectives:

• By the end of this lesson, students will be able to identify the causes of prosperity in the
1950s. (Blooms: Level 1: Knowledge)

• By the end of this lesson, students will be able to assess the extent conformity influenced
and shaped society and culture in the 1950s. (Blooms: Level 4: Analysis)

Questions:

1. Why did the U.S. economy grow rapidly in the postwar period? (Blooms: Level 1:
Knowledge)

2. What were some of the reasons people chose to live in the suburbs rather than the urban
or rural areas? How would this change in lifestyle affect America geographically?
(Blooms: Level 5: Synthesis)

3. What was the image of the family in this period, and what was the reality? (Blooms:
Level 1: Knowledge)

4. To what extent was conformity the main characteristic of society in the 1950s? (Blooms:
Level 4: Analysis)

Rubric for Chapter Summary Assignments

INDICATES POINTS AWARDED

Objective/Criteria Performance Indicators

No submission Needs Improvement Meets Expectations Exceptional
(8 points)
First Topic (0 points) (4 points) (6 points) Main ideas of the
Textbook’s table topic are briefly
Vague outlines of the Topic contents are summarized and
explained so as to
of contents is topic subheadings or briefly stated with help with student
comprehension and
submitted or no very general statements little or no benefit to retention.
(8 points)
submission are submitted. the student’s Main ideas of the
topic are briefly
comprehension of the summarized and
explained so as to
readings. help with student
comprehension and
Second Topic (0 points) (4 points) (6 points) retention.
Textbook’s table Vague outlines of the Topic contents are (8 points)
topic subheadings or briefly stated with Main ideas of the
of contents is very general statements little or no benefit to topic are briefly
are submitted. the student’s summarized and
submitted or no comprehension of the explained so as to
readings. help with student
submission comprehension and
retention.
Third Topic (0 points) (4 points) (6 points) (8 points)
Textbook’s table Vague outlines of the Topic contents are Main ideas of the
topic subheadings or briefly stated with topic are briefly
of contents is very general statements little or no benefit to summarized and
are submitted. the student’s explained so as to
submitted or no comprehension of the help with student
readings. comprehension and
submission retention.
(10 points)
Fourth Topic (0 points) (4 points) (6 points) No spelling or
Textbook’s table Vague outlines of the Topic contents are grammatical errors;
topic subheadings or briefly stated with summary is organized
of contents is very general statements little or no benefit to into separate chapter
are submitted. the student’s sections
submitted or no (8 points)
comprehension of the Each topic summary
submission readings. is at least 1 page,
double-spaced,
Spelling, Grammar, (0 points) (3 points) (7 points) Times New Roman,
Organization 6 or more 3 - 5 spelling or 1 or 2 spelling or size 12
spelling or grammatical errors; grammatical errors;
Length grammatical summary lacks summary is 47/50
errors or no organizational structure somewhat organized
submission
(0 points) (3 points) (5 points)
No submission Two or more of the One of the following
following is missing: is missing: Each topic
Each topic summary is summary is at least 1
at least 1 page, double- page, double-spaced,
spaced, Times New Times New Roman,
Roman, size 12 size 12

TOTAL:

NOTES: <Enter Comments Here>

ACP Showca

Name: Ry
Discipline
Date: 11/

ase Portfolio

yan Gullett
e: History
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Table of C

O Student Preparation Strategy
O BOPPPS lesson-be sure to h

O CAT
O Questions
O Technology

O Reflection

Contents

y
highlight the following:

Describe student pr

O This lesson would normally b
the term.

O By this point, the students an
good relationship and hopefu
my part to elicit effective disc

reparation strategy

be taught towards the end of

nd I would have developed a
ully not require much effort on
cussions.

BOPPPS –

O Activity-Which line is longest?
O Put the letters (A,B,C,D) on diff

before class starts. Then place
the longest line being ‘B’. Have
who enter stand beside letter ‘A
following student choose which
other students have made their
each group defend their answe
O This activity is meant to prove t
driving desire to belong and co

– BRIDGE

ferent corners of the room
e the question on the board, with
e the first two or three students
A’. Then have each student
h line is longest. Once all the
r choices, have a student from
er. (The correct answer is ‘B’).
to students the in each of us is a
onform to social norms.





BOPPPS – O

O By the end of this le
be able to:

O Identify the causes
1950s. (Blooms: Le

O Assess the extent c
and shaped society
1950s. (Blooms: Le

OBJECTIVES

esson, students will

of prosperity in the
evel 1: Knowledge)
conformity influenced
y and culture in the
evel 4: Analysis)

BOPPPS- PARTICI

O Topics Addressed:

O Prosperity in the 1950s
O Why did the U.S. economy grow rapidly
Knowledge)
O What were some of the reasons people c
or rural areas? How would this change in
Level 5: Synthesis)

O Conformity
O What was the image of the family in this
1: Knowledge)
O To what extent was conformity the main
Level 4: Analysis)
O Discussion questions: Do we still feel pre
respond to the pressure to conform?

O Popular Culture
O View and Discuss: YouTube 1950s Com

O Rebellion and Rock n Roll
O Discussion Questions: How did Rock n R
against conformity and social norms?

IPATORY LESSON

in the postwar period? (Blooms: Level 1:
chose to live in the suburbs rather than the urban
n lifestyle affect America geographically? (Blooms:

period, and what was the reality? (Blooms: Level
characteristic of society in the 1950s? (Blooms:
essure to conform today? How do you usually

mmercials
Roll and the Beat Generation demonstrate rebellion

BOPPPS- POST

O TEDEd Video Lesson (Using
Commercials): http://ed.ted.c

O What were some of the reoc
clips?

O How does the television cult
current trends in the media t

O Do you think television still h
society today? Explain why

T-ASSESSMENT

g Youtube Videos of 1950s
com/on/LuJ1faKa

ccurring themes in these four

ture of the 1950s relate to
today?
has as powerful an influence on
or why not.

BOPPPS- S

O Students will complete a Min
following two questions:

O What was the most importan
class?

O What important question rem

SUMMARY

nute Paper, answering the

nt thing you learned during this
mains unanswered?

Personal Reflect
Exper

O To be completely honest, I d
expectations of this course. I
in Education and arrogantly
very little except possibly a r
this course had taught me m
lesson applicable technology
techniques. I am reminded th
always something new to lea

tion on My ACP
rience

did not have very high
I’ve taken 18 graduate hours
thought this course will offer
review. I humbly admit that

much, especially in regards to
y and new assessment
hat in teaching, there is
arn.

Ryan Gullett 1

Reflective Essay:

Compose a 2-3 page essay responding to ALL of the following questions:
1) What value / knowledge / insights have you gained from the Adjunct Certification Program?
Technology,
2) How have you incorporated the knowledge gained into your classroom?
3) How has this program made you a more effective instructor?
4) What suggestions do you have for further professional development opportunities?

To be completely honest, I entered this course with very low expectations. As I had
already taken eighteen graduate-level hours in education, in addition to my 36 graduate hours in
my subject matter: history, I considered this course redundant and superfluous. If anything, I
believed this course might provide a possible review of things I had already learned, but this was
arrogance on my part. I humbly admit that this course had taught me much, especially in regards
to lesson applicable technology and new assessment techniques. I am reminded that in teaching,
there is always something new to learn.

The two most significant insights I have gained from the Adjunct Certification Program
(ACP) are assessment and the application of technology. I consider myself a very organized
person, yet after this course I realized that my lessons needed some tweaking to help the flow of
information and the assessment of that information. Even though I have studied and applied
various lesson plan techniques, organizing the material through the use of objectives can help
students identify the purpose of the lesson and help them realize when they need to ask for help.
I usually us quizzes and exams to assess student learning, but by using pre- and post-assessment
techniques I am able to better gauge the students understanding.

The application of technology has always been an interest of mine. I believe that a good
teacher not only has the necessary knowledge base of the subject that he or she is attempting to

Ryan Gullett 2

teach, but has a genuine passion for helping other people to comprehend that knowledge in an
applicable way. By teaching history, I hope that my students understand the lessons we can learn
from past mistakes and how that applies to their lives. In addition, the use of technology in the
classroom opens up new means of instruction than the basic lecture cannot provide. Even ten
years ago technology was impacting students' learning. By using a simple slide projector, a
teacher could provide simple visual aids in their teaching. Fast forward to today, and in most
classrooms an instructor has access to computers with internet access and Multimedia projectors
that can show educational films, PowerPoint presentations, pictures, and much more. All of these
things can contribute to a student's learning by simply engaging him or her with other
educational stimuli. I enjoyed expanding my quiver with new and exciting technological
methods of delivering information and accessing retention.

Incorporating the knowledge I have gained from ACP has been seamless. I have already
started until Plickers and Powtoon in my classes, and the students have reacted positively from
the experiences. I have also started using the BOPPPS method to help organize me lessons a bit
more. This overall has enabled me to become a more effective instructor as I use pre- and post-
assessment techniques to gauge student learning.

As for suggestions, I would suggest making the first unit a bit more manageable. After
the first week of class, I was almost ready to abandon the effort as the curriculum brought back
memories of online graduate-level education courses. I figured that if I was going to be put
through this kind of work and stress that I should just go back to graduate school and finish my
Masters in Education. The course becomes easier after the first two weeks, but my suggestion is

Ryan Gullett 3

to adjust the number of readings and assignments for the initial unit so that students are not so
overwhelmed.

Overall, my experience in ACP was a positive one. I appreciated our instructor, Mr.
Bruce Caraway, who was positive, energetic, and very professional with us. I especially
appreciated Mr. Caraway’s candor and straightforward approach towards his own limitations in
teaching this course, since it was being revised to a new curriculum this semester. I am grateful
to have been a part of this cohort and look forward to applying all I have learned.