Section 2 Step-by-Step Instruction Review and Preview Students have read about the international developments that followed World War II. Now they will read about domestic developments in the United States. SECTION A Nice House on a Lake When we were married, my husband earned $30 a week. We rented a five-room flat,... had a baby, etc. Now we have five children and an income of over $25,000 a year. We own our eightroom house also a nice house on a lake. Lucille Windam, 1950s housewife In the 1950s, television became a popular pastime. Section Focus Question How did the American economy and society change after World War II? Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: The economy improved and new technologies and opportunities were available.) Prepare to Read Build Background Knowledge In this section, students will read about the positive changes that took place in the American economy. Businesses prospered and people benefited. Ask students to suggest ways that people s lives changed as a result of an improved economy. (Possible answers: They could buy more things, they got well-paying jobs, and they could afford homes.) Set a Purpose Form students into pairs or groups of four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart. Teaching Resources, Unit 8, Reading Readiness Guide, p. 75 Use the Numbered Heads participation strategy (TE, p. T24) to call on students to share one piece of information they already know and one piece they want to know. The students will return to these worksheets later. 842 Chapter 25 The United States in the Cold War Differentiated Instruction A Time of Prosperity Objectives Identify the problems of the postwar economy. Explain the effects of a changing society on the lives of Americans during the 1950s. Contrast life in the suburbs with life in the cities. Reading Skill Analyze Long-Term Effects Many events in history cause long-term effects. For example, World War II had lasting effects on the American economy and culture. Think about the difficulty of living through these times as you identify long-term effects in this section. Also, note how some of these effects may become the causes for the next effects. Key Terms and People closed shop productivity standard of living baby boom rock-and-roll Elvis Presley inner city L1 English Language Learners L1 Less Proficient Readers L1 Special Needs Why It Matters As America s leaders waged the Cold War all around the world, important economic, social, and political changes were occurring at home. Many Americans enjoyed a new burst of prosperity. However, not all shared the benefits of the economic boom. Section Focus Question: How did the American economy and society change after World War II? Adjusting to Peacetime On the home front, Americans faced important economic challenges after the war. Defense industries had closed or had scaled back employment. Millions of soldiers would have to be absorbed into the postwar economy. The nation faced a serious problem how to change back to a peacetime economy. To help meet these needs, Congress had passed an act in 1944 that became known as the GI Bill of Rights. (GI, which stands for government issue, was the name given to any member of the U.S. armed forces.) The bill gave veterans money to spend on business, homes, and schooling. The GI Bill helped more than two million former soldiers attend college to prepare for new careers. Inflation During World War II, consumer goods had been in short supply. With the war s end, Americans were ready and eager to buy. Because demand far exceeded the supply of goods, the result was soaring inflation. Track Causes and Effects To clarify the causes and effects in this section, have students create a graphic organizer to track the changes in the economy and a chart to track changes in technology. Assist students with their graphic organizers by pausing during reading and asking volunteers to identify significant causes and effects. Students can use their completed charts as review and study aids. 842 Chapter 25
As prices rose, workers demanded large pay increases. When employers refused, a wave of strikes swept the nation. Although President Truman supported labor, he feared that wage increases would lead to even higher prices. In May 1946, he ended a United Mine Workers strike by taking over the mines. When railroad workers struck a month later, Truman threatened to order them back to work. That angered union members. When the President encouraged industries to raise salaries, inflation resulted. That made consumers angry. During the 1946 elections, Republicans asked voters, Had enough? Voters seemed to agree. The election gave Republicans a majority in both the House and the Senate. Armed with the power to cancel many New Deal programs, Congress passed the Taft-Hartley Act. The act let the government get a court order to delay a strike for 80 days if the strike threatened public safety. The act also forbade unions to contribute to political campaigns. Also, the act banned the closed shop. A closed shop is a workplace in which only union members can be hired. Truman vetoed the Taft-Hartley Act, but Congress passed the act over Truman s veto. Eventually, President Truman would try to expand the goal of the New Deal with his Fair Deal reforms. The Railroad Strike Speaking before Congress in 1946, President Truman presented his proposal to end the railroad strike. I request... legislation [that] after the government has taken over an industry and... directed men to remain or return to work, the wage scale should be fixed... and... it shall be retroactive [effective from a particular date in the past]. This legislation must be... fair to capital and labor alike.... As part of this legislation, I request Congress to authorize the president to draft into the armed forces... all workers who are on strike against their government. (a) Apply Information What role would the government have in Truman s plan? Use the information below to teach students this section s high-use words. High-Use Word expand, p. 843 negative, p. 846 Definition and Sample Sentence Analyze Long-Term Effects What was one long-term effect of the shortage of consumer goods after the war? How do you think Americans felt about it? Vocabulary Builder expand (ek SPAND) v. to make bigger (b) Draw Conclusions Do you think the workers would be pleased with the plan? Explain. Section 2 A Time of Prosperity 843 v. to make bigger The Louisiana Purchase expanded the country s borders. adj. in opposition to an idea; not positive The Teapot Dome Scandal left a negative mark on Harding s administration. Teach Adjusting to Peacetime p. 842 Instruction Vocabulary Builder Before teaching this section, preteach the High-Use Words expand and negative, using the strategy on TE p. T21. Key Terms Have students continue filling in the See It Remember It chart for the Key Terms in this chapter. Read pp. 842 843 of Adjusting to Peacetime with students using the Choral Reading strategy. (TE, p. T22) Ask: What caused postwar inflation? (a shortage of consumer goods) Ask students to explain why workers began to hold strikes. (They wanted higher wages in order to keep up with inflation.) Ask why Truman s reactions angered union members. (He took over the mines and threatened to order the miners back to work.) Discuss the Taft-Hartley Act with students. Ask: Did union members support the act? Why or why not? (No, because it gave the government power to delay a strike, forbade unions to make political contributions, and ended the power of unions to negotiate for closed shops.) Independent Practice Have students begin to fill in the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 25, Section 2 (Adapted Version also available.) Monitor Progress As students begin to fill in the Notetaking Study Guide, circulate to make sure students understand the causes and effects of postwar inflation. Answer Reading Skill Possible answers: the baby boom, the growth of consumerism; possible answer: American civilians considered the soldiers heroes. Reading Primary Sources (a) The government would have authority to take over businesses, set wages, and draft into the military any workers who remained on strike. (b) No, because it took away a crucial tool unions used to negotiate with corporations. Chapter 25 843
Instruction (continued) Have students continue reading Adjusting to Peacetime. Remind students to look for causes and effects. Ask: Why did Americans disapprove of Truman s leadership in 1948? (Some were angered by his support of civil rights. Others were unhappy with Truman s policy of containment.) Ask: Which Fair Deal proposals did Congress pass? (It approved an increase in minimum wage, funds for flood control, and low-income housing.) Which did it vote down? (funding for education and national health care as well as proposals to reduce racial discrimination) Independent Practice Have students continue filling in the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 25, Section 2 (Adapted Version also available.) Monitor Progress As students fill in the Notetaking Study Guide, circulate to make sure students understand Eisenhower s election and his policies. If students do not seem to have a good understanding, have them reread the section. Provide assistance as needed. Image ssah6503c06 - TK A Truman Victory Harry Truman holds an early edition of the Chicago Tribune that mistakenly declares Dewey the winner of the 1948 election. Critical Thinking: Apply Information What does this headline indicate about the election results? The Election of 1948 In early 1948, President Truman s chances for reelection looked slim. Two out of three voters disapproved of the way he was leading the country. Even Truman s own Democrats were split. Angered by Truman s support of civil rights for African Americans, white southern Democrats nominated their own candidate, South Carolina Governor Strom Thurmond. Liberal Democrats, unhappy with Truman s policy of challenging Soviet expansion, formed the Progressive Party. They nominated former Vice President Henry Wallace to run for President. Confident of victory, the Republicans nominated New York s governor, Thomas Dewey. Dewey did not campaign hard. Truman, on the other hand, campaigned tirelessly. He traveled more than 30,000 miles and made hundreds of speeches. Everywhere Truman went, he attacked what he called the do-nothing Republican Congress. On election night, people still expected a Dewey victory. In fact, the Chicago Tribune printed its first edition with the headline DEWEY DEFEATS TRUMAN. The election was one of the biggest upsets in American history. Truman squeaked past Dewey to victory. The Democrats also regained control of both the House and the Senate. President Truman saw his narrow victory as a chance to act on his Fair Deal program, which he had proposed during the campaign. Congress approved a few of the President s Fair Deal proposals. For example, lawmakers increased the minimum wage and provided funds for flood control and low-income housing. However, Congress refused to fund education and national health insurance. It also voted down Truman s proposals to reduce racial discrimination. Eisenhower s Middle Way In 1952, Truman decided not to run again. In the election of 1952, the Democrats nominated Adlai Stevenson, governor of Illinois. The Republicans chose General Dwight D. Eisenhower, nicknamed Ike. A war hero, Eisenhower won a landslide victory. In contrast to Roosevelt and Truman, Eisenhower believed that the federal government should play a smaller role in the economy. He called for cutting spending, though not for ending programs that helped people. In fact, he increased the number of people who could receive Social Security benefits. Generally, Eisenhower followed a middle-of-the-road policy in his two terms as President. Running on a record of peace, progress, and prosperity won him another huge victory in 1956. Perhaps Eisenhower s greatest achievement was the Interstate Highway Act of 1956. It provided funds for a vast system of freeways to link all parts of the United States. Increasingly, Americans used highways instead of railroads for traveling and for transporting goods. How did inflation affect the postwar economy? 844 Chapter 25 The United States in the Cold War Differentiated Instruction Answers Apply Information Possible answers: It indicates that the results were close. It indicates that editors thought that Truman had lost. Inflation angered consumers. It created a demand for higher wages among workers, and caused the government to intervene to stop strikes. L3 Advanced Readers L3 Gifted and Talented Compare Presidencies Have students make lists that compare and contrast Eisenhower s first term with Truman s second term. Ask students to consider each man s election race as well as his successes and failures, and have them organize the lists accordingly. Then pair students and have them compare their lists to check for inaccuracies and additions they want to make on their lists. Ask students to present their lists to the class. 844 Chapter 25
A Changing Society The Eisenhower years were prosperous ones for many Americans. Inflation slowed and employment soared. New technologies such as the use of computers helped increase American productivity. Increased productivity meant that workers were able to work more efficiently and produce more goods. New jobs put money in consumers pockets. Americans responded by spending money on homes, furniture, cars, and clothing. Delighted shoppers could also buy new products such as freezers, televisions, and air conditioners. Throughout the 1950s, the American standard of living rose steadily. The standard of living is a measure of how comfortable life is for a person, group, or country. By the end of the decade, 6 out of 10 American families owned homes, and 3 out of 4 had cars. Americans manufactured and bought nearly 1 out of every 2 products produced anywhere in the entire world. The United States was in the midst of change. After the dangers of war, Americans were looking for security. Many found it in their homes and families. Baby Boom In the postwar years, Americans married earlier than their parents had. They also raised larger families. The increased birthrate became known as the baby boom. The baby boom increased demand for food, housing, and manufactured goods. Meanwhile, people were living longer thanks to new medicines that became popular in the 1950s. For example, antibiotic medicines could now cure many serious infectious diseases. A new vaccine kept adults and children safe from the crippling disease of polio. Analyze Long-Term Effects What caused the economic recovery of the prosperous 1950s? What long-term effects did the recovery cause? A Changing Society p. 845 Instruction Have students read p. 845 of A Changing Society. Remind students to answer the Section Focus Question. Have students identify the effects of economic prosperity during Eisenhower s presidency. (Effects include the availability of new products and increased spending on items such as cars, homes, and appliances.) Ask: How did post-war prosperity lead to the Baby Boom? (People got married and established their own households at a younger age. Confidence in the future prospects for children was high because of the good economy.) Use the worksheet The Baby Boom to help students understand the increased birthrate during the 1950s. Teaching Resources, Unit 8, The Baby Boom, p. 79 Increase in Car Ownership, 1948 1960 Percentage of Families Owning Cars 80 60 40 20 0 1948 1950 1952 1954 1956 1958 1960 Year Source: Historical Statistics of the United States With the move to the suburbs, people depended more on automobiles. Manufacturers pushed to meet the demands. (a) Read a Bar Graph During which years did automobile ownership remain about the same? (b) Identify Causes and Effects Trace the change in car ownership between 1954 and 1960. List several events (political, social, and economic) that strongly affected the change in ownership at that time. Section 2 A Time of Prosperity 845 History Background The First Computer Students have read that computers increased productivity in the 1950s, but technology then was very different from the computers we have today. The world s first electronic, general purpose computer was built in 1946 at the University of Pennsylvania. It was called ENIAC, which was an acronym for Electronic Numerical Integrator and Computer. ENIAC was 100 feet long, 10 feet high, and weighed 300 tons. Although the computer could solve numeric problems faster than any human, it was very difficult to program. It had to be rewired every time engineers wanted it to solve a new problem. It operated using thousands of vacuum tubes, which today have been replaced by tiny microchips. Answers Reading Skill New technologies and the GI bill were major causes of prosperity. It led to the baby boom and a consumer society. Reading Charts (a) 1950 1952 (b) Inflation slowed, employment was high, and people felt more secure and confident about their future. Americans responded to this prosperity by spending money on products such as cars. Chapter 25 Section 2 845
Instruction (continued) Have students finish reading A Changing Society. Remind students to look for causes and effects. To help students better understand the concept of suburbanization, which is important to the understanding of this section, use the Concept Lesson Suburbanization. Provide students with copies of the Concept Organizer. Teaching Resources, Unit 8, Concept Lesson, p. 81; Concept Organizer, p. 6 Have students explain the relationship between cars and suburbs. (Possible answer: Cars made it convenient to commute to work from suburbs, so people did not need to live in cities to be near jobs in the city any longer.) Ask: Why might television be a popular form of entertainment for people who have moved away from the city? (Possible answer: It was convenient. Watching television was an entertainment suburban families could enjoy without having to leave the house.) Independent Practice Have students complete the Study Guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 25, Section 2 (Adapted Version also available.) Monitor Progress As students complete the Notetaking Study Guide, circulate to make sure students understand the positive and negative effects of societal changes in the 1950s. Provide assistance as needed. Tell students to fill in the last column of the Reading Readiness Guide. Ask them to evaluate if what they learned was what they had expected to learn. Teaching Resources, Unit 8, Reading Readiness Guide, p. 75 A New Prosperity In the decades following World War II, huge numbers of Americans moved to newly developed communities in the suburbs (shown at right). However, not everyone shared this good life. In the cities, housing was often run down (left), and many people were unemployed. Critical Thinking: Apply Information Why do you think a book called The Other America was written about American life during this time? Vocabulary Builder negative (NEHG ah tihv) adj. in opposition to an idea; not positive 846 Chapter 25 The United States in the Cold War Escaping the City Americans bought automobiles as fast as auto plants could make them. Nowhere were these cars more appreciated than in the growing suburbs. During the 1950s, the number of Americans living in the suburbs grew by 50 percent. Suburbs grew around cities throughout the United States. The growth was most pronounced in the West. As a result, states such as California, Arizona, and Texas gained both people and political power. Television Of all the new products of the 1950s, the one that had the greatest impact on American life was television. In 1946, only 8,000 homes had a television set. By the mid-1950s, three out of four American homes had one. By the early 1960s, almost every house had one television set, and many homes had more than one. Television brought news and entertainment into people s homes. Early programs included original dramas by top writers and situation comedies, or sitcoms, about the ideal middle-class family. There were, however, some negative effects from television. During the 1950s, watching television became the most important activity of family life. In fact, by 1956, Americans were spending almost as much time watching television every week as they spent at work. The first frozen dinners, introduced in the 1950s, were designed for families who wanted to combine mealtime and television viewing. Rock-and-Roll Television also helped to make popular a new kind of music, rock-and-roll. Rock-and-roll was a blend of black rhythmand-blues and country music. By far the most popular singer of rockand-roll was Elvis Presley. With hips shaking and knees bending, Differentiated Instruction Answer Apply Information Possible answer: There were many Americans who did not attain an increased standard of living. L3 Advanced Readers L3 Gifted and Talented Consider Alternate Possibilities Have students work in pairs. Have each pair select a major event from this lesson and assume that it had either not happened or that it had a different outcome. (For example, what if Truman had not become involved in resolving strikes, or what if the GI Bill had never been passed?) Have each pair give a brief newscast in which they speculate about how subsequent events in American history might have been different. 846 Chapter 25
Presley soon became a teen idol and national star. Adults, on the other hand, were shocked at his music and his provocative dance moves. When he appeared on national television, the camera showed only his upper body. Signs of Trouble Not everyone enjoyed this new prosperity. As jobs and people moved to the suburbs, cities lost important tax money. The inner cities, or centers of older cities, became home to poorer, less educated people. Cities could no longer raise enough tax money to repair old apartments, schools, and subways. City schools and other services declined. Crime rose. More and more, the people who stayed in the cities were those who could not afford to move. Many social critics took note of this division between city and suburb. A small band of critics accused Americans of living in a closed society where differences were not tolerated. One critic, William H. White, wrote The Organization Man in 1956. It reported the ways Americans felt pressure to conform to group behavior. Others criticized what they saw as a growing emphasis on material possessions and spending. How did the changes of the 1950s improve the lives of most Americans? Analyze Long-Term Effects How did postwar prosperity create long-term changes in American life? Explain how effects became causes that led to more effects. Assess and Reteach Assess Progress Have students complete Check Your Progress. Administer the Section Quiz. Teaching Resources, Unit 8, Section Quiz, p. 83 To further assess student understanding, use the Progress Monitor Transparency. Progress Monitoring Transparencies, Chapter 25, Section 2 Reteach L1 If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question. Looking Back and Ahead As the United States was poised to enjoy a new burst of prosperity, a conflict was brewing in a faraway corner of the world, the Korean Peninsula. It would draw the United States into a very hot and bloody war, and set off a period of self-doubt among Americans. Section 2 Comprehension and Critical Thinking 1. (a) Recall How did Truman attempt to end the strikes by mine workers and railroad workers? (b) Evaluate Information Truman claimed to be a friend of labor. Based on his actions, do you think that was true? Explain. 2. (a) Apply Information What impact did television have on the American family in the 1950s? (b) Link Past and Present How is television different today from television in the 1950s? Check Your Progress Reading Skill 3. Analyze Long-Term Effects Reread the text following the subheading Inflation. Explain that an increased demand for consumer goods led to effects that, in turn, caused other effects. Include the emotions that played a role in the process and identify any long-term effects. Key Terms Answer the following questions in complete sentences that show your understanding of the key terms. 4. What would happen to a woman who wanted to work at a closed shop but refused to join a union? For: Self-test with instant help Visit: PHSchool.com Web Code: mva-8252 5. What are inner cities? What happened to them in the 1950s? 6. What does a standard of living measure? Writing 7. Make a list of some materials you would use to prepare a multimedia presentation about American popular culture during the 1950s. (For suggestions, refer to the Life at the Time feature on the pages that follow). Write a few sentences introducing and explaining your choices. Interactive Reading and Notetaking Study Guide, Chapter 25, Section 2 (Adapted Version also available.) Extend L3 Have pairs of students research in the school resource center and compare the economy and technology of today with those of the 1950s. Suggest that students seek information about annual household incomes during the 1950s and today, and that they make other comparisons such as the number of full time employees per household, cars owned per household, and cost, availability, and variety of household appliances during the 1950s and today. Students can write a paragraph explaining the similarities and differences. Progress Monitoring Online Students may check their comprehension of this section by completing the Progress Monitoring Online graphic organizer and self-quiz. Section 2 Check Your Progress 1. (a) He ended a United Mine Workers strike by having the government take over operation of the mines. (b) Answers will vary. 2. (a) Television became the most important family activity. (b) Today, there are many more channels of programming. Section 2 A Time of Prosperity 847 3. Students should show an understanding of the effects of increased demand for consumer goods. 4. She couldn t get a job there because only union members are hired. 5. Inner cities are the centers of older cities. 6. It measures how comfortable life is for a person, group, or country. 7. Answers will vary, but students lists and sentences should indicate an understanding of pop culture in the 1950s. Answers Reading Skill New technologies increased American productivity, which caused the economic recovery. The recovery raised Americans standard of living, resulting in a baby boom and a migration to the suburbs. Possible answers: People could afford new products to make their lives more comfortable such as air conditioners and televisions. New antibiotics helped people live longer. Chapter 25 Section 2 847
Growing Up in the 1950s p. 848 Build Background Knowledge Ask students to list items that they use daily, but that their parents did not have when they were children. (Items may include: DVDs, video games, personal computers, and the Internet.) Have students consider the impact these inventions have had on their lives. Use the Idea Wave strategy (TE, p. 24) to elicit responses. (Impacts may include providing them with sources of entertainment, giving them instant access to information, making entertainment and research convenient by enabling them to do it at home.) Instruction Have students read Growing Up in the 1950s. Remind students to relate the information in the pictures to the information in the captions. Ask: Who were some early rock-androll singers? (Elvis Presley, the Chantels, and Chuck Berry) Have students note similarities between 1950s rock stars and today s. (Similarities may include their age and their ethnic diversity, and their influence on dance and clothing styles.) Ask: How did television appeal to younger viewers? (Possible answer: It included young characters, such as Lucile Ball s son and it had programs just for young people, such as Howdy Doody.) Ask: Why might it be important to producers and advertisers to appeal to baby boomers? (because they were such a large part of the population) Growing Up in the 1950s There were a lot of kids growing up in the 1950s. And they enjoyed themselves in ways that had never existed before. The changes that took place in American popular culture back then are still a part of our lives today. The Baby Boom During the Great Depression and World War II, couples had fewer children. But after 1946, the birthrate soared. Number of Births (in thousands) 4,500 4,000 3,500 3,000 2,500 U.S. Births, 1944 1954 1944 1946 1948 1950 1952 1954 Year Source: Historical Statistics of the United States Chuck Berry is often called the Father of Rock-and-Roll. He invented driving guitar riffs that are still being imitated by today s bands. The wild dancing of Elvis Presley outraged many parents. To a generation of teens, Elvis Presley was The King. The kids at this 1950s soda fountain were part of this postwar baby boom. Rock-and-Roll The baby boomers were the first generation to grow up with rock-androll. The pulsing new music blended elements of rhythm and blues, country and western, and pop music. Concerts by artists such as Chuck Berry and Little Richard brought white and black teenagers together, enjoying the same beat. 848 Chapter 25 The United States in the Cold War Differentiated Instruction L3 Advanced Readers L3 Gifted and Talented Research and Report Have students investigate life in the 1950s further. Ask them to research the advent of and impact of rock-and-roll and television at the time. Have students write a brief report explaining what they learned. Have students share their reports with a classmate and edit them as needed before reading them to the class. 848 Chapter 25
Television Television was invented in the 1920s. Not until the 1950s, however, did the TV set become a familiar feature in most homes. The baby boomers were the first generation to grow up watching the tube. Monitor Progress Ask students to complete the Analyze Life at the Time activity. Circulate to make sure individuals understand the changes that took place in the lives of the younger generation. Provide assistance as needed. The most popular show of the 1950s was I Love Lucy, starring Lucille Ball and Desi Arnaz. The sitcom is still shown around the world. The puppet Howdy Doody and his sidekick Buffalo Bob Smith starred in one of the best-loved children s programs of the day. The Chantels were the first of the girl groups to win national popularity. History Background Perhaps the most familiar rock-and-roll recording of the 1950s was Rock Around the Clock by Bill Haley and the Comets. Rock Pioneers The song Rock Around the Clock, written by James Myers and Max Freedman, has often been credited as the first song to popularize rock-and-roll music. First recorded in 1953 by Sonny Dae and his Knights, Rock Around the Clock received little attention at first. The following year it was recorded by Bill Haley and the Comets as a B-side on a 45 Prepare an interview with somebody someone who grew up or went to school during the 1950s. Write 5 7questions about television, music, or other topics of concern to teenagers. Life at the Time 849 single, and still received little attention. In 1955, it was used in the soundtrack of the popular film Blackboard Jungle, a gritty drama about teenage alienation and violence. Almost immediately, Haley s version of Rock Around the Clock became a hit. It popularized the rockabilly subculture and led to the domination of popular music charts by rock-and-roll music. Writing Rubric Share this writing rubric with the students. Score 1 Student has written very few questions. Questions are not relevant to topic. Score 2 Student has not written enough questions. Questions are narrow, yes-or-no types. Score 3 Student has written 5-7 logical questions, with only a few that are yes-orno. Score 4 Student has written 5-7 interesting and insightful questions. Answer Analyze LIFE AT THE TIME Students questions will vary, but should reflect an understanding of the changes in culture in the 1950s, and their effects on teenagers. Chapter 25 849