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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 “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.
SSUSH24 The student will analyze the impact of social change movements and organizations
of the 1960s.
d. Analyze the anti-Vietnam War movement.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
U. S. History Isolation v. Globalization Unit
DRAFT 12/04/2007  Page 1 of 6
Copyright 2007 © All Rights Reserved
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SSUSH25 The student will describe changes in national politics since 1968.
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.
d. 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.
g. 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?
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 20th
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?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
U. S. History Isolation v. Globalization Unit
Revised 12/0408  Page 2 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
*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
Standard/ Type of
Element 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.
15a
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.
15c
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.
16a
Students will create a radio show describing the events of December 7, 1941.
The program will also suggest the need for restrictions to be placed on
Americans of German, Italian, and Japanese.
19b
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.
19d
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
After a discussion of propaganda, in which the teacher describes that
propaganda is a specific type of message aimed at serving an agenda, students
will create a World War II propaganda poster. In their posters, students are to
describe the war mobilization effort, as indicated by war rationing, war-time
conversion, and the role of women in war industries. In their propaganda
posters, students must convey patriotic goals and sacrifices made during the
war. Students should be expected to present their posters to the class and
explain how it relates to the war mobilization effort.
Definition of Propaganda – a specific type of message aimed at serving an
agenda. The message may convey true information, however usually it fails to
convey the entire picture by portraying only one side of an issue.
Examples of propaganda can be found at:
www.library.georgetown.edu/dept/speccoll/amposter.htm
Standard
19 d
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
U. S. History Isolation v. Globalization Unit
Revised 12/0408  Page 3 of 6
Copyright 2007 © All Rights Reserved
*Observation
*Dialogue and
Discussion
*Constructed
Response
*Observation
*Dialogue and
Discussion
*Constructed
Response
*Observation
*Dialogue and
Discussion
*Constructed
Response
*Observation
*Dialogue and
Discussion
*Observation
*Dialogue and
Discussion
*Constructed
Response
*Observation
*Dialogue and
Discussion
*Constructed
Response
Constructed
response,
observation,
dialogue
and discussion
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Pretend you are a U.S. newspaper editor after World War I in 1919. Students
will write an editorial in favor or opposing President Woodrow Wilson’s
fourteen points. The editorial should briefly summarize the end of WWI and
the fourteen points. Students should focus their editorial on Wilson’s
fourteenth point, the League of Nations. Students should fully explain their
opinions while offering facts to support their position and referencing the
theme of isolation vs. globalization.
In groups of three to four, students will research one of the following social
issues during WWI: The Great Migration, Women’s rights, and Rise of
Socialism. Students will create a presentation to explain their issue and its
domestic impact during WWI. Encourage students to use library and internet
resources to find a photograph, piece of art, graph, or book about their chosen
issue. Have students bring the artifacts or copies of them to class to discuss
during their presentation.
Students will complete 5 journal entries that detail – in chronological order major events from the presidency of Richard M. Nixon. Journal entries will
be based upon: the election of 1968, negotiations with China, the Watergate
scandal and the subsequent resignation, and the passage of the War Powers
Act. Students may choose to write their journal articles as a Nixon confidant,
investigative reporter, Vietnam War veteran, or student protester. Journal
entries should be approximately half page in length and should be written in
first person. Each entry should include the date and be written in journal
format.
In small groups, students will research information regarding Clinton’s
impeachment and acquittal. Groups should present their information to the
class in a format of their choosing, perhaps as a textbook page, as an oral
presentation with visuals, or in a TV talk show. Students should incorporate
quotations from key players involved in the issue.
Take on the role of a member of Congress. Write a letter in which you
attempt to persuade other lawmakers to vote either for or against the
impeachment of President Clinton. Remember to provide evidence and facts
to support your position. Encourage students to compare Clinton’s situation
to earlier presidents who were impeached, or in danger of being impeached.
Write an essay evaluating what you believe to be President Carter’s most
important foreign policy achievement or failure. Students may choose to
write on the Camp David Accords, the Iranian Revolution, or the Iranian
hostage crisis. Be sure to explain your choice.
Standard
15 c
Constructed
Response and
dialogue
Standard
15 b
Constructed
response,
dialogue
Standard
25 a
Constructed
response, self
assessment
Standard
25 e
Constructed
Response,
dialogue, and
discussion
SSUSH
25 e
Constructed
response, self
assessment,
dialogue
SSUSH25
c
Constructed
response, self
assessment,
dialogue
FOR SAMPLE PERFORMANCE TASKS FOR THIS UNIT,
PLEASE VISIT
http://www.georgiastandards.org/socialstudiesframework.aspx
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
U. S. History Isolation v. Globalization Unit
Revised 12/0408  Page 4 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Resources for Unit
www.studysphere.com
This website provides notes of the 20th Century.
www.gpb.unitedstreaming.com
Georgia Public Broadcasting provides streaming for audio-visuals which include
primary and secondary sources.
www.nationalarchives.com
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.
www.newgeorgiaencylopedia.com
New Georgia Encyclopedia provides Georgia specific information from all
historical time periods, including the late 20th Century.
*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
U. S. History Isolation v. Globalization Unit
Revised 12/0408  Page 5 of 6
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
American Neutrality
President Woodrow Wilson declared the United States to be
neutral in an effort to keep America from becoming involved in
WWI.
British Blockade &
German U-boats
Sinking of Lusitania
Sussex Pledge
Germany promised to abandon (with certain conditions)
unrestricted submarine warfare.
Zimmerman Telegram
U.S. Declares War
-
February 1, 1917: Germany resumed unrestricted
submarine warfare.
German U-boats sink six American merchant ships
without warning.
April 2, 1917: President Wilson appeals to congress for
a declaration of war against Germany.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
U. S. History Isolation v. Globalization Unit
Revised 12/0408  Page 6 of 6
Copyright 2007 © All Rights Reserved