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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: “Cultural Change”
Elaborated Unit Focus
This unit examines the cultural changes that took place in the United States following
World War I, World War II, and the Vietnam War. These changes included
advancements in transportation, communication, and technology. Advancements also
played a major part in the political scene including elections, public opinion, and
economics. The connecting theme of individuals, groups, and institutions will include
the people who led change and the groups and social institutions that carried out the
changes. Technological advances include the technology that provided advancements in
transportation and communication while changes in culture refers to how these changes
have affected our society.
Standards/Elements
SSUSH16 The student will identify key developments in the aftermath of WW I.
b. Identify Henry Ford, mass production, and the automobile.
c. Describe the impact of radio and the movies.
d. Describe modern forms of cultural expression; include Louis Armstrong and the
origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and
Tin Pan Alley.
SSUSH21 The student will explain economic growth and its impact on the United
States, 1945-1970.
a. Describe the baby boom and its impact as shown by Levittown and the Interstate
Highway Act.
b. Describe the impact television has had on American culture; include the
presidential debates (Kennedy/Nixon, 1960) and news coverage of the Civil
Rights Movement.
c. Analyze the impact of technology on American life; include the development of
the personal computer and the cellular telephone.
d. Describe the impact of competition with the USSR as evidenced by the launch of
Sputnik I and President Eisenhower’s actions.
SSUSH23 The student will describe and assess the impact of political developments
between 1945 and 1970.
d. Describe the social and political turmoil of 1968; include the assassinations of
Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the
Democratic National Convention.
SSUSH25 The student will describe changes in national politics since 1968.
b. Explain the impact of Supreme Court decisions on ideas about civil liberties and
civil rights; include such decisions as Roe v. Wade (1973) and the Bakke decision
on affirmative action.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
U. S. History Framework  Unit on “Cultural Change”
DRAFT 11/06/2007  Page 1 of 7
Copyright 2007 © All Rights Reserved
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Enduring Understandings/Essential Questions
The student will understand that the actions of individuals, groups, and/or
institutions affect society through intended and unintended consequences.
 How were the assassinations and events of the 1968 Democratic National
Convention a reflection of the social and political turmoil of that period?
 How did the Supreme Court decisions of Roe v. Wade and University of
California Regents v. Bakke lead to increased civil liberties and civil rights?
The student will understand that the culture of a society is the product of the
religion, beliefs, customs, traditions, and government of that society.
 What was the impact of 1920’s musical advancements such as jazz, Harlem
Renaissance, and Tin Pan Alley on the cultural customs and traditions of today?
 How did the development of Levittown and the Interstate Highway System lead to
changes in American society?
The student will understand that technological innovations have consequences, both
intended and unintended, for a society.
 What was the impact of mass production on the automobile industry?
 How has media (radio, movies, television, and Internet) affected the values of
Americans?
 How did the launch of Sputnik and the American response lead to major advances
in space exploration?
*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
Students will create a spider-web graphic organizer showing
the relationship of economic developments in post-World War
II America including the development of the suburbs,
Interstate Highway System, television, personal computer,
cellular telephone, and Space technology. Examples might
include: Suburbs – urban sprawl, pollution, larger neighboring
communities, and “white flight”; Interstate Highway Act –
economic development, travel, and tourist industry; Personal
computer and cellular telephone – communication,
entertainment, and information.
Students, in groups of three or four, will be given an event of
the 1960’s era (political assassination, anti-Vietnam war
protests, Democratic National Convention of 1968, etc.) to
research. Students will create simulated news broadcasts of
their event. The broadcasts need to include an introduction by
the news anchor, explanation by the investigative reporter, and
analysis by those with differing points of view on the issue.
These broadcasts will be recorded either on video or audio and
presented in class. Students may also do this assignment live.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Cultural Change Unit
Revised 12/04/08  Page 2 of 7
Copyright 2007 © All Rights Reserved
Standard/
Type of
Element
Assessment
21a, b,
Observation
c, d
Constructed
Response
23d
Observation
Dialogue and
Discussion
Constructed
Response
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Students will create a “t-chart” to compare and contrast the
two Supreme Court cases of Roe v. Wade and University of
California Regents v. Bakke. The chart will include
background information, decisions of the court, and how these
cases led to changes. An example is below:
Roe v. Wade
University of California
Regents v. Bakke
1973 Supreme Court case
1974 Supreme Court case
Legalized abortion
Criticized Affirmative action
Court ruled that states could Court ruled that Bakke’s
not regulate abortion in the
rights were violated but did
first three months of
allow some racial criteria
pregnancy
Major advancement in the
Placed limits on Affirmative
women’s movement
Action programs
Students will create an information ad on chart paper
identifying a key development in the aftermath of WWI. The
ads may include Henry Ford and the auto industry, radio,
movies, origins of jazz, Harlem Renaissance, Langston
Hughes, Irving Berlin, Tin Pan Alley, etc. Students will then
participate in a gallery walk and create a list of which they
think is the most important to the least important development
of American society during the post war era. Each student will
write a one page paper supporting his or her choices.
Students will locate and download a movie clip from the post
WWI Era to illustrate the impact movies had on the American
population during the 1920s. Each student should explain their
clip and its relevance to the 1920s. 1920s video clips may be
found at www.foldedspace.org.
In groups of three or four, students will review the impact of
technology on American life from 1945 to 1970. Each group is
to choose what new invention or technology they think has had
the greatest impact on our society and why. A review from
each group will then be presented to the entire class. Last, the
groups will agree and rank their decisions together in
descending order as most important and why.
25b
SSUSH
16 b, c, d
Constructed
response;
dialogue and
discussion,
observation,
self-assessment
SSUSH
16 b
Observation,
dialogue and
discussion
SSUSH
21 c
Constructed
response;
observation,
dialogue and
discussion
Each student will compile a series of events occurring during
SSUS: 23
the year 1968. The events should include social and political
d
components. Next the student will create a poster informing
the class of one of the events and whether the event is political,
social or both. The poster may include student drawings,
printed pictures or art. Title, explanation and impact must also
be included on the poster.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Cultural Change Unit
Revised 12/04/08  Page 3 of 7
Copyright 2007 © All Rights Reserved
Observation
Constructed
Response
Selected
Response
Constructed
response;
observation,
dialogue and
discussion
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Students will choose either Martin Luther King, Jr. or Robert
Kennedy to create a series of events leading to each
assassination and a review of why the individual was
assassinated. Students will then give their opinion to the class
as to the most valid reason the individuals were assassinated
according the their research on the individuals
Students will complete a graphic organizer on the baby boom.
Next, students will be given selections of primary and
secondary sources regarding the baby boomers and determine
the social, political, economic, and cultural impact of each
document.
SUSH:
21 b
Constructed
response;
observation,
dialogue and
discussion
SSUSH:
21 a
Constructed
response;
observation,
dialogue and
discussion
FOR SAMPLE PERFORMANCE TASKS FOR THIS UNIT,
PLEASE VISIT
http://www.georgiastandards.org/socialstudiesframework.aspx
Resources for Unit
http://www.hfmgv.org/exhibits/hf/
This link is to the Henry Ford Museum and can be used for the early efforts of the
automobile industry.
http://www.pbs.org/wnet/americanmasters/database/tin_pan_alley.html
This website gives information on the women involved in Tin Pan Alley. This will
give background to teachers and also allow a place for students to research projects.
http://www.eisenhower.utexas.edu/dl/InterstateHighways/InterstateHighwaysdocuments.html
This page has links to speeches, memorandum, and letters of Dwight Eisenhower
concerning the creation of the Interstate Highway System.
http://www.interstate50th.org/
This website celebrates the 50th anniversary of the Interstate Highway System. It has
a number of articles on the economic and social impact of national highways.
http://www.fhwa.dot.gov/hep10/nhs/
This is the website for the federal Department of Transportation. It contains a
number of articles and maps in reference to the Department of Transportation.
http://teachpol.tcnj.edu/amer_pol_hist/
This website has public domain photographs including items such as Levittown,
1950’s television, Kennedy-Nixon debates, telephone console of Lyndon Johnson,
and other related topics.
http://history.nasa.gov/sputnik/
This NASA website gives an unbiased view of the importance to Sputnik’s impact on
the American space program.
http://www.pbs.org/newshour/convention96/retro/chicago.html
This website reflects back on the 1968 Democratic National Convention in Chicago.
Written in 1996, the article gives an excellent history.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Cultural Change Unit
Revised 12/04/08  Page 4 of 7
Copyright 2007 © All Rights Reserved
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http://www.law.cornell.edu/supct/html/historics/USSC_CR_0410_0113_ZS.html
The website gives the syllabus and links to other documents on Roe v. Wade
Supreme Court decision. An excellent resource for background on the case.
http://www.oyez.org
This is the ultimate website for information on the United States Supreme Court.
You case examine Roe v. Wade and University of California Regents v. Bakke and
use this information for class discussion and/or research by your students.
*This unit was created by Mary Ann Cooper, Bill Pate, Andy Preston, and Carole Strickland. Additional content created by
Kevin Shivers and Lazarus Osako. Additional input provided by Dr. Bill Cranshaw, Chris Cannon, Marlo Mong, Sarah Brown,
and Sherilyn Narker. It was reviewed and approved by the Social Studies Advisory Council 7/06/07.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Cultural Change Unit
Revised 12/04/08  Page 5 of 7
Copyright 2007 © All Rights Reserved
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I-1
Roe V. Wade
University of California Regents Vs. Bakke
Answer Bank:








Criticized affirmative action
Legalized Abortion
Major advance in women’s movement
Court ruled that states could not regulate abortion within the first three months of pregnancy
Court ruled that citizen’s rules were violated but did allow some racial criteria
Placed limits on affirmative action
1973 Supreme Court Case
1974 Supreme Court Case
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Cultural Change Unit
Revised 12/04/08  Page 6 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
I-2
Directions: Match the following items with the corresponding Post-WWII economic developments.
“white flight”
urban sprawl
pollution
communication
larger neighboring communities
economic development
tourist industry
entertainment
information
travel
Suburbs
Interstate
Highway
Act
Personal
computer &
cellular
telephone
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Cultural Change Unit
Revised 12/04/08  Page 7 of 7
Copyright 2007 © All Rights Reserved