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1950s Education
P.17-18

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Activity 1

1950s Education

B2
Group 1

Pour ce groupe, retrouvez le document vidéo en cliquant ici.


1
a. Find a word to match each phonetic transcription in the word cloud. Then listen to check.

Word cloud

1) /ˌɛdʒʊˈkɛɪʃən/
2) /dəˈmɛstɪk/
3) /ˈsaɪənsɪz/
4) /ˈvɜːsəz/
5) /əˈkɑmplɪʃ/
6) /səˈsaɪətɪ/

b. Use the words from the word cloud to make hypotheses about the topic of the document.
Voir les réponses

word cloud

2
a. Watch the video and pick out the words you hear in the word cloud.


b. Pick out information about education for girls in the 1950s. What was the role of universities?


c. Focus on the woman interviewed. Contrast her feelings about college now with her opinion when she was younger.
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B2
Group 2



As men age, they continue to follow dominant ideas of masculinity learned as youth, leaving them unequipped for the assaults of age [...]. Men who embodied the prevailing1 culture and societal hallmarks of manliness as younger men‒projecting an aura of toughness and independence, avoiding crying and vulnerability, while courageously taking risks- are confronted by the development of health problems, loss of spouses and loved ones, retirement and needing to be a caregiver for ailing2 family members in later life. [...]

This masculinity “script” still embraced by older men was outlined as the four-part Blueprint of Manhood, first published by sociologist Robert Brannon when the men in the studies were entering adulthood in the 1970s. The blueprint3 included:

No Sissy Stuff - men are to avoid being feminine, show no weakness and hide intimate aspects of their lives.

The Big Wheel - men must gain and retain respect and power and are expected to seek success in all they do.

The Sturdy Oak - men are to be “the strong, silent type” by projecting an air of confidence and remaining calm no matter what.

Give ‘em Hell - men are to be tough, adventurous, never give up and live life on the edge.

“Older Men Cling to 1950s, ‘60s Blueprint of Masculinity”, Case Reserve Western University, Phys.org, 2016.


1.  predominant 2.  with poor health 3.  scheme

1
a. Find words in the text which correspond to these images.

1) 2) 3) 4)
Blue print
Oak
Wheel
Avoid

b. Find words in the text which correspond to these images.

1) a mark signalling the good quality and / or the excellence of character of a person (n.) ➜
2) the opposite of strength (n.) → ➜
3) refraining from doing something (v.) ➜
4) show strength and resilience (adj.) ➜
5) be strong-willed and resolute (adj.) ➜
6) robust, strong (adj.) ➜
7) weak person (n.) ➜
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2
a. Pick out and classify the conventions that men raised in the 50s and 60s had to follow.

Men had to... Men were not supposed to...

b. Pick out the problems these men may experience today.
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3
What are the tone and the objective of this text?

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B2
Group 3



A lot has changed since the 1950s. [...]

Not so long ago a man would have no option but to spend most of his time working because it was common knowledge that men were not emotionally competent enough to raise their babies and children. It was better for a man to come in with an iron fist1 at the end of the day, so that the children would be scared of him and toe the line. Wait till your father gets home!

This was the way it was meant to be because men were more competitive and adventurous. A man wasn’t a natural carer and wasn’t outwardly2 affectionate. [...]

If he was exposed to the genuine3 emotions of others, or became more directly responsible for the emotional development of his children, he might realise his own emotional depth; he might lose the ability to push his emotion aside or hide it away. If that happened to a man, it would make it impossible for him to be the singularly focused, iron fist, the world, the workplace, and the family required him to be. Pride, aggression and anger and any form of expression that provided him with control were allowed but if he expressed any other emotion, well, he simply wasn’t a man, and not being a man in a patriarchal world – we all know – is a pretty damning thing.


“The 1950s Man in Me”, Clint Greagen, The Good Men Project, 2015.


1. with a firm, strong hand 2. superficially 3. authentic, real

1
In the text, pick out the equivalent of the following words or expressions.

1) fournir (v.) ➜
2) accablant (adj.) ➜
3) une personne qui donne des soins (n.) ➜
4) filer droit (exp.) ➜
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2
a. List and classify all the words (adjectives, nouns, etc.) which belong to the lexical field of emotions.

Positive connotation Negative connotation

b. Which emotions were men allowed to show? Why?
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3
What does this text denounce? How?

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MEDIATION
Groups 1, 2 & 3
Let's recap! Recap your document and say how men or women were expected to behave in the 1950s. How do you feel about your findings?

Useful vocabulary: Back in the… society seemed… I find it peculiar / dreadful / narrow-minded / interesting / thought-provoking / backward-thinking / old-fashioned that... As far as I’m concerned…


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