Youth+Culture+E+Sungwoo+&+Patrick

=FRQ: Compare and contrast the key aspects of youth culture during the 1950s and 60s=

Grading Rubric: As the APUSH exam is only days away, we thought the most viable grading rubric has to be the one provided by APUSH exam makers/College Board.

 **8–9: ** Clear thesis statement that addresses MOST the major issues of the  question and indicates clearly what the student plans to prove in his/her essay.   **5–7: ** Clear thesis statement that addresses SEVERAL of the issues of the  question and indicates with fair clarity what student plans to prove.   **2–4: ** Overly general thesis that attempts to address SOME issues of the question,  <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">but without clear success; may be vague or confused; may not state clearly what <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">student plans to prove in essay. <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "ArialMT","sans-serif";"> **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">0–1: **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> Lacks a thesis statement, or thesis is too vague to be given credit. May <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">exhibit confusion or inaccurate understanding of question. <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "ArialMT","sans-serif";"> **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">8–9: **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> Uses MULTIPLE facts to support MOST major points of essay. Facts used <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">in essay demonstrate a clear and thorough knowledge of U.S. history. Facts used <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">are CLEARLY related to thesis position. Minor errors may be present which do <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">not distract from the quality of the essay. <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "ArialMT","sans-serif";"> **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">5–7: **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> Uses SEVERAL facts to support points within the essay. Use of facts <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">demonstrates a fairly good mastery of U.S. history. Some facts used to support <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">thesis position might be in error, but do not substantially weaken positions taken <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">in essay. <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "ArialMT","sans-serif";"> **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">2–4: **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> Uses SOME general, but limited information to support the major positions <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">of essay; but needs much greater detail; few or no facts are used to support <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">thesis position. Major errors of fact are present which weaken the quality of the <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">essay. Facts presented in essay are not used well to address the issues of the <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">question. Does not exhibit a clear, accurate knowledge of U.S. history. <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "ArialMT","sans-serif";"> **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">0–1: **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> There is limited use of facts in essay; few facts are used in support of thesis <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">statement or positions within paper. Significant errors of fact may be present. <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">Does not exhibit a clear, accurate knowledge of U.S. history. <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";">
 * <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">Introduction and Thesis Statement **<span style="font-size: 11pt; font-family: "Helvetica","sans-serif";">
 * <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">Use of Facts **<span style="font-size: 11pt; font-family: "Helvetica","sans-serif";">

<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "ArialMT","sans-serif";"> **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">8–9: **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> Facts in essay are used to examine, explore, explain and illustrate thesis <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">position in a significant manner. Irrelevant or distracting facts are not present in <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">essay. Position of thesis is CLEARLY proven. Errors of fact if present are <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">insignificant and do not detract from the quality of the essay. <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "ArialMT","sans-serif";"> **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">5–7: **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> Facts in essay are used to describe or define the student’s position with <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">some depth, but only partially come to grips with the issues of the question. Use <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">of facts within arguments may support only part of the thesis position. Minor <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">errors of fact might be present, but do not detract from the quality of the essay. <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "ArialMT","sans-serif";"> **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">2–4: **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> Facts in essay are used in a narrow way to define or explain the issues of <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">the question, but only partially support the limited thesis of the essay. Correct <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">facts might be used in a way that does not prove the essay thesis. Major errors <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">might be present. <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "ArialMT","sans-serif";"> **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">0–1: **<span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";"> Facts are not used well in essay to support a thesis position. Arguments <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">presented may not clearly relate to the issues of the question. Statements and use <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">of facts may be very general or vague. Major errors might be present which <span style="font-size: 11pt; font-family: "Helvetica","sans-serif";"> <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">detract from the quality of the essay.
 * <span style="font-size: 11pt; font-family: "TimesNewRomanPSMT","serif";">Use of Analysis **<span style="font-size: 11pt; font-family: "Helvetica","sans-serif";">

= = =Teenagers in the 1950s and 1960s= = =

A Quick Skim through the 1950s

 * The 50s Fads**
 * Think Pink!
 * Telephone Box Squash/Cramming
 * The resurgence of the yo-yo
 * Chlorophyll epidemic
 * The resurgence of the 3D movie industry

Holden Caulfield and the Catcher in the Rye (1951)
Hound Dog by Elvis Presley media type="youtube" key="FJsQSb9RFo0" height="344" width="425"
 * Music**

Don't be cruel by Elvis Presley media type="youtube" key="H_uWgJQlsnA" height="344" width="425" White Christmas by Bing Crosby media type="youtube" key="9vPfOjAw5Z0" height="344" width="425"

Resurgence of Evangelical Christianity:
Resurgence of evangelical Christianity including Youth for Christ (1943); the National Association of Evangelicals, the American Council of Christian Churches, the Billy Graham Evangelistic Association (1950), Conservative Baptist Association of America (1947); and Campus Crusade for Christ (1951). //Christianity Today// was first published in 1956. 1956 also marked the beginning of Bethany Fellowship, a small press that would grow to be a leading evangelical press.

AND OF COURSE... The Beatniks and the Beat generation
Author Jack Kerouac introduced the phrase "Beat Generation" in 1948, generalizing from his social circle to characterize the underground, anti-conformist youth gathering in New York at that time.

The **Beat Generation** is a term used to describe a group of American writers who came to prominence in the 1950s, and also the cultural phenomena that they wrote about and inspired (later sometimes called "beatniks").

The original "Beat Generation" writers met in New York: Jack Kerouac, Allen Ginsberg, William S. Burroughs, (in 1948) and later (in 1950) Gregory Corso (they are sometimes called the "New York Beats" though only Corso was from New York).

Beatniks frequently rejected middle-class American values, customs, and tastes in favor of radical politics and exotic jazz, art, and literature. “Daddy-O” (a term of address); “Cool, man, cool”; and “strictly dullsville” are examples of slang expressions used by beatniks.


 * Teenagers' Dictionary for the 50s Slang Words**

__Actor__: Show-off __Agitate the Grave__l: To leave (hot-rodders) __Ankle biter:__ A child __Ape Used with go "go ape"__: to explode or be really mad __Are you writing a book?__: "You're asking too many questions __Baby__: Cute girl __Back seat bingo__: Necking in a car __Bad news:__ Depressing person __Bash:__ Great party __Bent eight:__ a V-8 engine __Big Daddy:__ An older person __Big tickle__: Really funny __Bit:__ An act __Blast__: A good time __Blow off:__ To be defeated in a race (hot-rodders) __Bobbed__: Shortened __Boss__: Great __Bread Money Bug, "You bug me"__ : to bother __Burn rubber__: To accelerate hard and fast (hot-rodders)  <span style="font-size: 12pt; color: rgb(0, 0, 0);">

__Women:__
 * Fashion**

School - skirts that go about to the knees, a tucked in collared shirt, a sweater, and knee socks. Social - much shorter skirts or skinny (or bell bottom) pants (either a one-piece or just a skirt), a bright colored shirt, no socks, and high heels

__Men__: School - called "suits". Distinguished as "long pants suit" and "short pants suit" and topped off with a pair of knee socks Social - A collared T-shirt and shorts (shorter than the knee or REALLY REALLY SHORT short pants) or skinny pants.

"Drag" Racing Anything car related Anything that their parents told them NOT to do Party
 * Activities**

Simply put... **//__GO CRAZY__//**

Rock and Roll played a huge role in teenage lives Beatles - the "good boy" style She Loves You: media type="youtube" key="ppuqkh7oaNI" height="344" width="425" The Rolling Stones - the "bad boy" style Honky Tonk Woman: media type="youtube" key="faEEro38pEA" height="344" width="425"
 * Music**

__A gas__ - a lot of fun __All show and no go__ - a cool car that just won't get out of ur way (good car bad driver) __Ape__ - go crazy __BA__ - Bare Ass __Bad__ - Awesome __Badass__ - a tough guy __Bag__ - steal __Ball__ - to party __Beat Feet__ - leave the scene in a hurry __Twitchin'__ - good, exciting, awesome __Blast__ - great time __Blew the doors off__ - beat the other in a car race __Bogart__ - to god something __Bookin__' - go really fast (cars) __Bread__ - money __Chick__ - girl __Play chicken__ - run towards each other and pull out __Is really choice__ - is really cool __Chrome dome__ - bald guy __Crash__ - sleep __Dig?__ - do u understand? __Dude__ - geek __Fab__ - fantastic __Fuzz__ - police __Gimme some skin__ - shake hands __Hunk__ - what a girl calls a guy __Jam__ - to leave __Kybo__ - bathroom __Meat__ - a guy __Old man__ - your father __Old lady__ - your mother __Race for Pinks__ - race to get the others car __Rags__ - clothes __Right on__ - I agree __Shades__ - sunglasses __Short__ - car __Skirt__ - a girl __Spaz__ - to act retarded __Thongs__ - something you wore on your feet __What's your bag, man?__ - what's your problem? __Zits__ - pimples
 * Teenagers' Dictionary for the 60s Slang Words**

=FRQ= =Sarah's- =

Commentary on Sarah Jang's essay

Thesis- 8-9 Your thesis handles the question with poise. The organization is there and you clearly define your stance. Well done.

Use of Facts: 8-9 I was dumbfounded by the level of factual content in this essay.

Analysis: 7 Even though the question does not require a thorough analysis of this topic, I can see that YOU were able to get something out of this FRQ.