United States History Unit Isolation vs. Globalization

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1 One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the United States History course. United States History Unit Isolation vs. Globalization Elaborated Unit Focus The focus of this unit is the development of World War I, II and the Cold War. This unit will examine the changes caused by the conflicts that involved much of the world. These changes not only involved how we looked at our world but also how our beliefs and ideals changed as a result. It also involved taking a closer look at individuals, groups, and institutions to see how improvements could be made to create a better United States and world. Technological innovations created the need for people to move and migrate to new areas. Standards/Elements SSUSH15 The student will analyze the origins and impact of U.S. involvement in World War I. a. Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare. b. Explain the domestic impact of World War I, as reflected by the origins of the Great Migration, the Espionage Act, and socialist Eugene Debs. c. Explain Wilson s Fourteen Points and the proposed League of Nations. SSUSH16 The student will identify key developments in the aftermath of WW I. a. Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction. SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. b. Explain the Japanese attack on Pearl Harbor and the internment of Japanese- Americans, German-Americans, and Italian-Americans. c. Explain major events including the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin. d. Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries. e. Describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb. SSUSH20 The student will analyze the domestic and international impact of the Cold War on the United States. a. Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy. b. Explain the impact of the new communist regime in China and the outbreak of the Korean War and how these events contributed to the rise of Senator Joseph McCarthy. c. Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis. d. Describe the Vietnam War, the Tet offensive, and growing opposition to the war. U. S. History Framework Unit Isolation v. Globalization DRAFT 11/06/2007 Page 1 of 6

2 SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s. a. Analyze the anti-vietnam War movement. SSUSH25 The student will describe changes in national politics since a. Describe President Richard M. Nixon s opening of China, his resignation due to the Watergate scandal, changing attitudes toward government, and the Presidency of Gerald Ford. c. Explain the Carter administration s efforts in the Middle East; include the Camp David Accords, his response to the 1979 Iranian Revolution, and the Iranian hostage crisis. b. Describe domestic and international events of Ronald Reagan s presidency; include Reaganomics, the Iran-contra scandal, and the collapse of the Soviet Union. e. Explain the relationship between Congress and President Bill Clinton; include the North American Free Trade Agreement and his impeachment and acquittal. f. Analyze the response of President George W. Bush to the attacks of September 11, 2001, on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq. Enduring Understandings/Essential Questions The student will understand that when there is conflict between or within societies, change is the result. How did the United States move from neutrality to war in 1917? What conflicts led to American involvement in World War II? How did World War II impact the lives of ordinary Americans? Why was the Vietnam conflict opposed by many Americans? How was American society influenced by the conflicts and peace treaties associated with Presidents Carter, Reagan, and George H. W. Bush? How has the role of the government changed since the terrorist attacks on September 11, 2001? The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. How did President Woodrow Wilson attempt to make the world safer following World War I? How did the increase in Communism after World War II lead to global issues during the Cold War? Why did events in Asia and Europe dominate U. S. foreign policy during the Cold War period? What was the impact of President Richard Nixon s resignation on the power of the Presidency? How did our involvement in the North American Free Trade Agreement affect businesses in the United States? UPDATED 1/07/2008 Page 2 of 6

3 The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. What effect did the attack on Pearl Harbor have on Japanese, German and Italian Americans? How did Communism and the Cold War dominate the presidencies of the late 20 th Century? How did the collapse of the Soviet Union affect American foreign policy after the Cold War? Why did American protests in the wars with Afghanistan and Iraq lead to plans of troop withdrawals? *NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities. It is not expected that the teacher complete all assessments for a successful unit. Balanced Assessment Plan Description of Assessment The students will create a graphic organizer indicating the movement of the United States from neutrality to war. Within the organizer, students will need to explain the significance of each event. Students, in groups, will create an advertisement campaign in support or opposition to President Wilson s Fourteen Points, including the creation of the League of Nations. Using the internet as a resource, the students will prepare a compare and contrast paper on Communism and Socialism and explain how they led to the Red Scare and immigrant restrictions. Students will create a radio show describing the events of December 7, The program will also suggest the need for restrictions to be placed on Americans of German, Italian, and Japanese. The students will write newspaper editorial about the changes that are occurring in the United States due to the war. Topics that must be included are rationing, war time conversion, and the role of women. Standard/ Element 15a 15c 16a 19b 19d Type of Assessment UPDATED 1/07/2008 Page 3 of 6

4 The students will create chart of the major battles of World War II. Within the chart, students will list where the event occurred, which branches of the military were included (Army, Navy, Air Force), and the importance of the event as it relates to conflict and change. 19c Sample Performance Task: Isolation vs. Globalization The student will understand that when there is conflict between or within societies, change is the result. The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. You will be given a conflict from this period of study. These conflicts include: World War I, World War II, Korean War, Vietnam War, Persian Gulf War, and the War on Terrorism. Your job is to create a webpage on your assigned conflict that will be part of a larger website on Isolation versus Globalization. The owners of the website are looking for pages that support isolation and pages that support globalization. On your page, please answer in a creative manner the following six questions: 1. What were the causes of this war? 2. Who were the major political and military leaders involved in the war? 3. How did Americans perceive the war on their personal lives? 4. What factors led to public support or opposition to the war? Who were the leaders of this support/opposition? 5. What events brought an end to American involvement in the war? 6. What were the primary changes brought about by this conflict? Finally, you will your link (page) to the owners of the website (your teacher in this case.) In your , explain, USING SPECIFIC INFORMATION FROM THE UNIT and the theme of conflict and change, whether your page should be used as an argument for isolation or globalization. Format for the Website: Pleasing fonts and color schemes Name of the war and group members clearly presented No mechanical errors or misspellings Include visual and/or auditory graphics that may include political cartoons, television/radio broadcasts, and any other multimedia source Links to other pages if neccessary Map and Globe Skills used in unit: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12 Information Processing Skills used in unit: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12,15,16,17 UPDATED 1/07/2008 Page 4 of 6

5 Note concerning rubrics: Performance tasks are accompanied by two rubrics: a content rubric and a process rubric. The content rubric (with bold borders) is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s). The process rubric focuses on the product of the performance task. There are two content rubrics for this sample performance task: one for students portraying reporters and another for students portraying the President. It is intended that the CONTENT rubric is weighed more heavily when assigning a grade. Scale Criteria Content Rubric for Website: Isolation vs. Globalization (Below Standard) (Needs Improvement) (Meets Standard) 4 (Exceeds Standard) The student identifies and analyzes information from the 6 questions. The student evaluates the conflict in terms of isolation vs. globalization. Fewer than 6 questions are answered on page OR several questions display incorrect facts. Incorrect theme is addressed OR no facts are present to support evaluation. All 6 questions are answered, some with one-liners or brief lists of facts. Minimal information is given for questions. Evaluation is more a restatement of facts than a persuasive document. All 6 questions are addressed with specific, factual information from unit. Multiple examples or answers are given to support each question. Clear explanation of whether the created page supports isolation or globalization using facts from unit. In addition to everything in 3 (meets standard), a major theme (conflict or individuals, groups, institutions) is related to each question. In addition to everything in 3 (meets standard), student explains multiple perspectives on the conflict. Scale Criteria The webpage design meets requirements listed in the performance task. Process Rubric for Website: Isolation vs. Globalization 2 3 (Needs Improvement) (Meets Standard) 1 (Below Standard) None of the requirements are met perfectly 3 of the requirements is met perfectly 4 of the requirements are met perfectly 4 (Exceeds Standard) All 5 of the requirements are met perfectly UPDATED 1/07/2008 Page 5 of 6

6 Resources for Unit This website provides notes of the 20 th Century. gpb.unitedstreaming.com Georgia Public Broadcasting provides streaming for audio-visuals which include primary and secondary sources. National Archives has a wealth of primary and secondary sources useful in creating lessons or student projects. You may also link to specific Presidential libraries in researching the Presidents. New Georgia Encyclopedia provides Georgia specific information from all historical time periods, including the late 20 th Century. *This unit was created by Mary Ann Cooper, Bill Pate, Andy Preston, and Carole Strickland with additional input from the GaDOE Social Studies staff and the Social Studies Advisory Council. It was updated 1/07/08. UPDATED 1/07/2008 Page 6 of 6

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