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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 JapaneseAmericans, 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 Framework  Isolation v. Globalization
UPDATED 12/04/2008  Page 1 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
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 Framework  Isolation v. Globalization
UPDATED 12/04/2008  Page 2 of 7
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
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.
Standard/
Type of
Element
Assessment
15a
*Observation
*Dialogue and
Discussion
*Constructed
Response
Interventions:
1. Provide a list of the events that took place which forced
America to join WWI.
2. Provide a partially filled in graphic organizer, or a
graphic organizer with an answer bank to aid students.
(see I-1 for an example)
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
*Observation
*Dialogue and
Discussion
*Constructed
Response
16a
*Observation
*Dialogue and
Discussion
*Constructed
Response
19b
*Observation
*Dialogue and
Discussion
Interventions:
1. Provide students with a list of Wilson’s Fourteen Points to
assist them in creating their advertisement campaign.
2. Allow students to work with a partner to create the
advertisement.
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.
Interventions:
1. Provide students with an outline to fill out that will guide
them in creating their compare and contrast paper.
2. Depending on the ability level of the student, the teacher
may wish to have students fill in a Venn Diagram listing
the differences and similarities between Socialism and
Communism in lieu of the paper Students should also be
required to define Red Scare.
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 descent.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
U. S. History Framework  Isolation v. Globalization
UPDATED 12/04/2008  Page 3 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Interventions:
1. Provide student with a general list of events from this day
and have students describe the events using his or her
textbook.
The students will write a 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.
Interventions:
1. Provide students with definitions of rationing, war time
conversion, and an explanation of the role of women
during the war to assist them in writing their newspaper
editorial.
2. Pair students with a partner to write the editorial.
The students will create a 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.
19d
*Observation
*Dialogue and
Discussion
*Constructed
Response
19c
*Observation
*Dialogue and
Discussion
*Constructed
Response
Interventions:
1. Provide students with a chart including all the major
battles of World War II. Instruct students to complete
remaining columns. Depending on the level of the
students, the teacher may wish to change the last column to
require students to simply explain the battle.
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:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
U. S. History Framework  Isolation v. Globalization
UPDATED 12/04/2008  Page 4 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
a.
b.
c.
d.
What were the causes of this war?
Who were the major political and military leaders involved in the war?
How did Americans perceive the war on their personal lives?
What factors led to public support or opposition to the war? Who were the leaders of this
support/opposition?
e. What events brought an end to American involvement in the war?
f. What were the primary changes brought about by this conflict?
Finally, you will “e-mail” your link (page) to the owners of the website (your teacher in this case.)
In your e-mail, 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 necessary
Interventions:
1. Allow students to work with a partner to complete the assignment.
2. Assist students with breaking down the assignment into smaller pieces by having them work on one
question at a time. Teacher should check the work before the student proceeds to the next step.
3. The teacher may allow the student to create a poster or other visual representation of the
“webpage” if computer skills are an issue.
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
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.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
U. S. History Framework  Isolation v. Globalization
UPDATED 12/04/2008  Page 5 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Teachers
Content Rubric for Website: Isolation vs. Globalization
1
(Below Standard)
2
(Needs Improvement)
3
(Meets Standard)
4
(Exceeds Standard)
The student identifies
and analyzes
information from the
6 questions.
Fewer than 6 questions
are answered on page
OR several questions
display incorrect facts.
All 6 questions are
answered, some with
“one-liners” or brief
lists of facts. Minimal
information is given
for questions.
The student evaluates
the conflict in terms of
isolation vs.
globalization.
Incorrect theme is
addressed OR no facts
are present to support
evaluation.
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
Process Rubric for Website: Isolation vs. Globalization
Scale
Criteria
The webpage design
meets requirements
listed in the
performance task.
1
(Below Standard)
None of the
requirements are met
perfectly
2
(Needs Improvement)
3 of the requirements
is met perfectly
3
(Meets Standard)
4 of the requirements
are met perfectly
4
(Exceeds Standard)
All 5 of the
requirements are met
perfectly
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.
*These accommodations were written by Stephanie Osako. 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 Framework  Isolation v. Globalization
UPDATED 12/04/2008  Page 6 of 7
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 Framework  Isolation v. Globalization
UPDATED 12/04/2008  Page 7 of 7
Copyright 2007 © All Rights Reserved