American Utopia: The Architecture and History of the Suburb

In 1900, the United States had just under 16 million households. More than a century later, census data from 2017 reveals that there are more than 126 million American households—a number that is predicted to keep growing at an accelerated pace. While many young adults flock to cities for jobs and mobile lifestyles, more than half of Americans still choose to live in suburbs. This lesson plan asks students to first analyze three case studies of planned American communities by connecting the development of these communities to larger themes of 20th-century American studies. By the end of this lesson, students should be able to summarize each case study and, with the introduction of an additional relevant document, form a larger narrative of their evolution.

The first model of the 20th-century American “home” is Chatham Village, 1930s public assistance housing located just outside of Pittsburg, PA. Developed by the Buhl Foundation, Chatham Village was designed by planners Stein and Wright, who had previously designed Sunnyside Gardens, NY, and Radburn, NJ. Although students will undoubtedly be familiar with the Great Depression and Roosevelt’s New Deal, studying Chatham Village will urge students to consider Depression–era home ownership, Public Works Assistance projects, and early examples of 20th-century for-profit development.

Next, students will contrast the Buhl Foundation’s scheme with that of the Lustron Corporation—proponents for homes adorned with a distinctive, easy-to-clean porcelain cladding. The Lustron Corporation’s marketing campaign aimed to capitalize on the postwar housing shortage by providing an affordable, low-maintenance alternative for returning G.I.s. Students will examine how the Lustron House’s industrial materials resulted in relatively functional housing.  

Finally, this lesson will conclude with substantial discussion and analysis of Levitt and Son’s fourth and final development, Belair at Bowie in Maryland. A culmination of their ventures in New York, Pennsylvania, and New Jersey, Belair at Bowie represents a third contrasting model for suburban development. Sharing the Lustron Corporation’s vision to address a shortage of postwar housing, Levitt and Sons relied on savvy yet unscrupulous real estate practices to build many of the first large-scale, mass-produced suburban developments.

CCSS.ELA-LITERACY.CCRA.R.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

CCSS.ELA-LITERACY.CCRA.R.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-LITERACY.CCRA.R.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCSS.ELA-LITERACY.CCRA.R.6. Assess how point of view or purpose shapes the content and style of a text.

CCSS.ELA-LITERACY.CCRA.R.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

How did more than half of Americans come to live in suburbs? 

Using primary and secondary resources for three case studies, examine how the aims, methods, and physical characteristics of the modern American suburb have evolved and/or changed over time. Situate each study within its appropriate historical context and examine how each study is connected to significant 20th-century events. By the end of this lesson, you will be able to create a timeline charting this evolution and further analyze how the American suburbs developed architecturally, culturally and formally over the course of the 20th century. Identify an additional document (not provided below) that you can use to justify your argument and be prepared to explain how it supports your analysis.

Activity One. The Rise of the Suburbs

In this six-minute video entitled "The Rise of the Suburbs," Harvard professor Lizabeth Cohen explains mass suburbanization within the context of the postwar economy.

The Smithsonian National Museum of American History's America on the Move: City and Suburb collection provides resources on transportation technology and changes in American culture, commerce, and geography to assist with analyzing developments using a change over time approach.

Perhaps the most well-known planned community of the era was Levittown, New York. Started in 1947, there was a point in the development of this suburb that a house was built every sixteen minutes.

Based on the resources above, use the following questions for discussion and initial inquiry:

1. To what extent can the suburbs and their marketing be understood as utopic?  

2. How did prewar policies like redlining and FHA discrimination alter the social makeup of suburbs after World War II?

3. How did decisions about infrastructure impact development of many suburbs?

4. How did economic policy impact life outside of the home? 

As a whole class or in small groups, discuss the above questions and any other points that emerge in relation to why the suburbs evolved and what these developments meant for American culture and society. 

Activity Two. Three Case Studies

Drawing upon your background knowledge on the development of the suburbs during the post-WWII era, examine three case studies (available below) on housing and planned communities--Chatham Village, Lustron Houses, and Belair at Bowie--in order to respond to the guiding questions. Each case has two sources, including primary sources like publicity brochures and photographs, as well as several concise historical descriptions. As you analyze the documents, read with a critical eye to address the following: Who is the audience? What does the author believe? What are they likely to agree and disagree with regarding movement to the suburbs? What perspectives are missing from this discussion of housing and architecture in the post-WWII era?

Supplemental resources on the case studies available below:

• Chatham Village (Heinz History Center)
• William Knight Lustron House (Library of Congress)
• Belair at Bowie (Library of Congress)

Activity Three. Formation of Narrative

Based on your research and information derived from the above sources, construct a document-based written response to the following prompt:

Analyze how the American suburbs developed architecturally, culturally, and formally over the course of the twentieth century. Identify an additional document (not provided) and explain how it would help you evaluate the evolution of the American suburb.

Consider the following in your response:

• What is your thesis?
• How can you support it using the evidence you have?
• How can you explain the relevance of the additional document and how does it aid your prediction of the skyscraper’s future?

Activity Four. Peer Review

Now that you have a working draft, exchange essays with a classmate for peer review. You will assess your peer’s work using the rubric provided. Think like a reader: Is there a clear thesis? Is the argument presented persuasive and supported by evidence? Is the additional document relevant and skillfully incorporated?

Instructors may wish to conclude with a brief discussion of the following:

1. What has been the lasting legacy of the development of suburbs in the United States?

2. How did the architectural designs of the planned communities included in the case studies influence contemporary home design?

At the end of class, students will trade essays with their peers and be given a Peer Review Rubric. Using this rubric, grade your peer according to each category; be sure to justify your assessment of their work using clear, constructive, and concise feedback.

(Note: If students are working digitally, instructors may wish to have students submit their pre-edited work for comparison.)