US History: Thematic Unit 1 FrameworkIsolation vs. Globalization

UNIT GOALS

Transfer Goals

As a result of having completed this unit successfully, students will be able, on their own and without scaffolding, to:

Draw upon learning about the theme of “Conflict and Change,” from this unit and previous units, to analyze, in depth, the changes brought about by one twentieth- or twenty-first-century military conflict.

Understanding Goals

Connecting Themes, EQs, Understandings:

Beliefs and Ideals

EQ: How do the beliefs and ideals of a society influence the social, political, and economic decisions that its people make?

Unit-specific Understanding: As foreign ideologies spread to American shores, some Americans embraced them, while others fought them as being anti-American. These struggles of beliefs and ideals led to tremendous conflicts that included strikes, immigration bans, and the persecution of those holding alternative beliefs.

Conflict and ChangeEQ: Are the changes created conflict worth the conflict itself? At what cost change?

Unit-specific Understanding: In the twentieth century, the US became a major player on the stage of world conflict. Our decisions to join the fighting in international wars led to tragedy (the deaths of Americans), change (adjustments to life in the US during wartime), and growth (the

development of technology, industries, and infrastructure that build the post-wartime economy and improved the lives of Americans).

Distribution of PowerEQs:a. How has our government negotiated the distribution of power?

b. Within a society generally, who has power? Who doesn’t? How and why have the answers to those questions changed over time?

Unit-specific Understanding: In the 20C, the United States, after much national soul-searching, made repeated decisions to use its wealth and power, sometimes violently, to influence world affairs.

Individuals, Groups, and Institutions

EQ: What was the driving force behind this event? To what extent was it caused by the actions and ideas of individuals? Of groups? Of institutions?

Unit-specific Understanding: Individuals, groups, and institutions with often dramatically different beliefs struggled to be heard and to affect the direction of the United States.

Technological Innovation

EQ: How does innovation change a society?

Unit-specific Understanding: The technology developed to support the American military during the two world wars both enabled the nation to win the wars and caused unprecedented destruction. Growth in war-related industry also supported the war effort and led to increased prosperity for Americans afterward.

Acquisition Goals Knowledge SkillsWhat is war and who decides?What are isolationism and globalization and what arguments do people use to support one over the other?

Support ideas with textual evidenceWrite and speak extended argumentsRead, comprehend, and analyze primary and secondary sources

Why did the US resist, and then join, WWI?Why did the US resist, and then join, WWII?What was the mainstream American response to early century conflicts like WWI?How did life change for Americans during the wars? Afterward, as a result of the wars?What role did the US take in world affairs, beginning with our entry into WWI?How are conflict events today (including the Middle East/SE Asia) creating change for Americans?

Complete research to answer a set of connected questionsConnect earlier learning with current learningAnalyze and interpret primary and secondary sources

STANDARDS and OTHER GA DOE ELEMENTS ADDRESSED AND ASSESSED

Priority Standards

Content Standards:Most standards assigned to this unit must have priority. Parentheses, within the sub-standards, clarify those details that are least critical to developing an understanding of the big ideas of the unit.

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.)

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 major events including the lend-lease program, (the Battle of Midway), D-Day, and the fall of Berlin.

c. Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries.

d. Describe the Manhattan Project at 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.

b. Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy.

c. (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.

d. Describe the Cuban Revolution, the Bay of Pigs, and the Cuban missile crisis.

ELA Standards for Social StudiesReading

RH1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

RH3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

RH6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

RH8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information

WritingWHST1: Write arguments focused on discipline-specific content.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

WHST7: Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a

problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Information Processing Skills3. Identify issues and/or problems and alternative solutions

4. Distinguish between fact and opinion

15. Determine adequacy and/or relevancy of information

Map and Globe Skills8. Draw conclusions and make generalizations based on information from maps

11. Compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities

Lower-priority Standards

Content Standards:

SSUSH15b. Explain the domestic impact of World War I, as reflected by the origins of

the Great Migration, the Espionage Act, and socialist Eugene Debs. SSUSH20

e. Describe the Vietnam War, (the Tet offensive,) and growing opposition to the war. (note: this will be explored in greater detail in Thematic Unit 3)

SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s.

a. Analyze the anti-Vietnam War movement. (note: this will be explored in greater detail in Thematic Unit 3)

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.

b. Explain the impact of Supreme Court decisions on civil liberties and rights, including Roe v. Wade, Bakke

c. Explain the Carter administration’s efforts in the Middle East; include the Camp David

f. Analyze 2000 presidential election and outcome, emphasizing electoral college

ELA Standards for Social StudiesReading

ELACC11-12RH7: Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.

WritingELACC11-12WHST5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

ELACC11-12WHST9: Draw evidence from informational texts to support analysis, reflection, and research.

Information Processing Skills5. Identify main idea, detail, sequence of events, and cause and effect in a social studies context

6. Identify and use primary and secondary sources

11. Draw conclusions and make generalizations

16. Check for consistency of information

17. Interprets political cartoons

Map and Globe SkillsThere are not lower priority Map and Globe Standards for this unit.

ASSESSMENT PLAN

Performance Task

The National Museum of American History is creating an online exhibit that will focus on Isolationism and Globalization in 20th Century American History answering the question “Are the changes caused by conflict worth the costs?”

The museum website will include arguments for both sides of this question. The website designers and museum managers have asked you, an independent historian who has studied 20th Century American Conflict, to argue in favor of your point of view. Using one military conflict from the 20th century, you will argue that United States involvement led to changes that were or were not worth the cost of the conflict. Your submission to the museum web designers and historians will include an argumentative essay and five images that help explain your evidence or support your arguments.

Your argumentative essay will address these questions:1. What were the causes of this 20th century conflict?2. Which individuals and groups were affected by the conflict?

How?3. Who supported the conflict? Who opposed it? Why?4. What, in American life and society, changed during the conflict?5. What changed as a result of the conflict?6. Were the changes worth the costs of the conflict?

Your five images may include political cartoons, maps, or photographs that explain your evidence or support your argument. These images will be properly cited and from reputable sources.

Your submission will be peer reviewed by another “historian” for clear claim, strength of reasoning based on evidence, inclusion of counter evidence, and accuracy. You will both be reviewed and conduct a review. You will also have the opportunity to revise your work before submission.

Adapted and extended from GA DOE.

Notes for teachers: Review with students the Cold War Submarines online exhibit (used during the

unit as well: http://americanhistory.si.edu/subs/index.html) for features of online exhibits, claims historians make (found here: http://americanhistory.si.edu/subs/history/index.html), evidence historians use to support their claims, and how images enhance the arguments.

Claim/Evidence Organization sheets and rubrics are included for student use. Students should be allowed in class time for initial writing and for peer review. Consider pairing students for peer review based on student strengths and direct them to use the rubric to guide their review.

Teacher Resources for Argumentative Writing: http://www.smekenseducation.com/argumentative-v-persuasive-writing.html and https://owl.english.purdue.edu/owl/resource/588/03/

Teachers Resources for Peer Review: http://www.readwritethink.org/professional-development/strategy-guides/

peer-review-30145.html and http://teachingcenter.wustl.edu/strategies/Pages/peer-review.aspx

Materials are located in the Appendix A: Performance Task Handouts and Resources.

Other Evidence

Assessments addressing KEY IDEAS (both formative and summative) include: Ongoing addition and revision of answers to EQs. Note: Consider using a site like

http://kidblog.org/home/ or http://edublogs.org/ to create a classroom page for EQs and student answers. Teacher moderation of the site is key, but this allows students to respond to the EQs through out the unit and course. Use in class opportunities or assign home based blog responses on a regular basis.

Exit ticketso Exit tickets may include:

Explain one example of isolationism and one example of globalization in the 19th century

Describe actions the US took to remain neutral in WWI Why was US involvement important to the success or failure of

the League of Nations? Describe the connection between the Red Scare, Immigration and

WWI Describe the cause and effect relationship of WWI and WWII Why were the Russians and the Americans allies in WWII? Why was the Marshall Plan created? Describe the two sides at war in the Cold War in terms of beliefs,

politics/governments, and technology How are Korea and Vietnam Cold War conflicts if they don’t

happen in the US or Soviet Union? What are détente, SDI, and glasnost and how did each change the

Cold War?

Short Argument Prompts (students will provide claim and evidence in a few sentences):

o Did submarine warfare cause the US to enter WWI?o Did the events of the past influence the creation of the Marshall Plan and

Truman Doctrine?o Does the United States believe in Globalization or Isolationism today?o Were WWI, WWII and the Cold War connected, did each one lead to the

next?

(Argumentative Writing)Editorial for or against Wilson’s Fourteen Points (adapted from two assessments by GA DOE)

(Informational Writing) Write a letter, from the US, to a service person in the World War II, explaining how your life has changed since the war began (adapted from GA DOE)

(Argumentative Writing) Essay responding to the question “Who started the Cold War?”

Optional assessments include: Editorial, advertisement, or a political cartoon about the need for, or your

objections to, immigration restrictions (extended from GA DOE) Propaganda analysis and poster creation; including an explanation of select

WWII propaganda posters and the creation of a modern poster that presents information or call to action the government might support today.

Examples and Handouts can be found in Appendix B: Other Evidence

LEARNING PLAN

This unit focuses on US involvement in conflicts with other nations and how those conflicts affected and changed individuals; US and Global politics; economics; and technology. Students use primary and secondary sources to create generalizations about the role of the United States in global conflicts during the 20th century and the nature of change in relationship to those conflicts. Skills related to developing claims and using evidence both in speaking and writing are emphasized.

The dominant theme in this unit is “Conflict and Change” as the content focuses on WWI, WWII, the Cold War and how the events of the first lead to the events of the following conflicts. The changes wrought by the conflicts of the 20th century are examined including the impacts of those conflicts on the American people and global politics. This theme is closely connected to “Beliefs and Ideals” as the philosophical questions about isolationism and globalization are debated in the United States.

These two themes, as well as the related themes about Power, Individuals and Technology are difficult to separate when examining global conflict and as such, are interwoven in throughout the learning plan. In an effort to create continuity and review prior learning, the learning plan also asks students to apply the themes to history they have already studied as well as consider these them in light of current events. Students should have multiple opportunities to address the essential questions explicitly. Using an ongoing revision of their answers or other reflective writing, students

can draw connections between prior learning, the content of this unit, and current events.

Recommended Learning Events

The following opportunities are designed to help the student understand that when there is a conflict between or within societies, change is the result. In the 20th century, the US became a major player on the state of world conflict. The decision to participate in military conflicts led to tragedy, change, and growth. The “Conflict and Change” EQ should be continually addressed throughout instruction.

The learning plan should provide opportunities for students to: Looking Back (Prior Learning:

o Reviewing events from the 19th Century in terms of isolationism and globalization, particularly the War of 1812, Monroe Doctrine, US relations with and expectations of Europe during the Civil War, Spanish American War, and the idea Manifest Destiny as it relates to continental expansion and US involvement in other nations.

o Examining/reviewing the Constitution to determine the powers related to War and Foreign Relations

Looking Ahead (connections to later units):o Preparing students for a thematic approach to the studying the 20th

century, including the overlapping content of units. This unit includes some content on antiwar movements that will be revisited in Unit 3 and questions about the responsibilities of government that are revisited in Unit 2, 3 and 4. The EQs are all addressed with varying degrees of significance. Conflict and Change is not only about war but about social movements, the Role of Individuals, Groups and Institutions applies to decisions about foreign relations (this unit), the appropriate role of government (Unit 2), Civil Rights (Unit 3), and expansion of communications/technology (Unit 4).

o Students will continue to write arguments with claims and evidence, interpret cartoons and propaganda, and review peer writing in each of the following units.

o Specific content from this unit that will be addressed later includes anti-war movements and the war making powers of government.

Define the terms isolation and globalization; apply them to as a review of prior learning/knowledge; and refine their definitions and views of those terms/policies by doing things such as:

o Defining isolationism and globalization and then work in small groups to review the events of the 19th century (by decade) and determine if the US

was mostly isolationist or more interested in globalization, then jigsaw to share their findings. Students can then make a claim about the past nature of US global involvement and use their reviewed content to support their claim in a class discussion.

o Develop their own perspective on US global involvement, ranking their view on a scale from isolationist to globalization, considering various points of view and participate in a debate about the best role for the US (for example, isolationists might believe that the US has harmed itself and others through greed and arrogance while proponents of globalization might believe that the US has helped itself and others nations through a spread of knowledge and justice). The “Beliefs and Ideals” EQ can also be addressed here.

o Connecting current events to past events using “The US Bombing Campaign: Is it War or Counterterrorism?” (http://www.npr.org/blogs/parallels/2014/09/24/350579005/the-u-s-bombing-campaign-is-it-war-or-counterterrorism) to define war in the United States, introduce the War Powers Act, and answer the “Distribution of Power” theme EQs. This article can also be used to begin the unit and serve as springboard for student investigation into who has the power to declare war and why the US has created the rules it has about military incursions.

o Analyzing, as an ongoing reflection about these two beliefs, current US actions in Iraq, Syria, and Afghanistan (or any other place that the US is militarily involved).

Investigate the causes and resolutions of the major conflicts of the 20th Century by doing things such as:

o Using a graphic organizer to record the causes and effects of the WWI, WWII and the Cold War conflicts of Korea and Vietnam. This organizer can serve as the basis for a comparison of the events and analysis of the changes wrought by the conflicts. Students can also consider the degree to which WWI led to WWII and WWII led to the Cold War.

o Evaluating competing sources and perspectives about the causes, including those of the participant nations and those opposed to the conflicts altogether. Sources: an article reviews letters from Kaiser Wilhelm and Czar Nicholas (http://www.washingtonpost.com/opinions/how-nicky-and-willy-could-have-prevented-world-war-i/2014/07/25/192165ca-1275-11e4-98ee-daea85133bc9_story.html), Anti-war movement during WWI

(http://depts.washington.edu/antiwar/pnwhistory_wwi.shtml), sources and lesson about how perspective and role can alter view points (http://sheg.stanford.edu/battle-somme), and links to primary sources about WWI from a variety of viewpoints (http://www.eyewitnesstohistory.com/w1frm.htm)

o Creating an annotated timeline to show the movement of the US from neutrality to war during the early 20th Century. (from GA DOE)

o Comparing and contrasting front-page articles from the days when the US entered major conflicts. In addition, a comparison of 2014 to 1914 allows students to connect current events to history. To help construct this comparison use “How 2014 is Strikingly Similar to 1914” by former CIA Director John McLaughlin, found at http://www.ozy.com/c-notes/the-spy-who-told-me-its-been-a-century-since-wwi-began/32057.article. Students can create a Venn Diagram that highlights the major similarities and differences.

o Reading and comparing competing points of view about the League of Nations, the Treaty of Versailles, the Yalta conference, détente and glasnost, including political cartoons, editorials, and personal correspondence. These can be primary sources or historian interpretations, however, students should note the type of source and the value of each.

o Conducting student polls about whether the US should get involved in the war effort (WWI or WWII), given changing conditions in Europe and Asia.

Analyze documents about the Cold War and its philosophical basis in an attempt to determine if the US or the Soviet Union caused, prolonged, and/or resolved the conflict by doing things such as:

o Defining, comparing and providing examples of communism and capitalism in the US and the world. Within this context students can consider the “Beliefs and Ideals” EQ.

o Creating a timeline of events related to the US relationship with Russia/Soviet Union through American history, particularly during the 20th

century.

o Analyzing primary source documents to make an evidence based claim answering the question “Who started the Cold War?” (documents can be

found at http://sheg.stanford.edu/the-cold-war) and revise or add to the answers for the “Individuals, Groups and Institutions” EQ. Consider using the Making Claims and Using Evidence sheet in the assessment section.

o Reading historian interpretations of Reagan’s role in ending the Cold War to determine what arguments are made about the idea that “Reagan won the Cold War.” The following source, can be used with students or as teacher background: http://www.gilderlehrman.org/history-by-era/age-reagan/essays/ronald-reagan-and-end-cold-war-debate-continues.

Examine competing viewpoints for claims and supporting evidence regarding the actions taken by the US and foreign governments, the media/press, and the general public by doing such things as:

o Evaluating the technological advances made possible by wartime mobilization of scientists and military strategists, including the development of the tank, machine guns, the Atomic and Hydrogen bombs, the space race, and ICBMs. Debating how we should and do remember the decision to drop the atomic bomb through narrative accounts, data and images allows students to practice the work of historians while considering the ways societies commemorate events and the “Technological Innovation” EQ. (sources http://americanhistory.si.edu/subs/index.html and http://sheg.stanford.edu/atomic-bomb)

o Viewing newsreels from various conflicts, analyzing both what information/images are included or excluded and the impact that the newscasters were likely seeking to achieve. Popular culture videos can also be included, with students examining how movie “enemies,” for example, change with the times (Russian/Communist enemies, Middle Eastern terrorist enemies, and so on). Some sources: https://archive.org/details/universal_newsreels; http://www.europeanfilmgateway.eu/node/33/kinemathek%20efg1914/multilingual:1/showOnly:video; http://www.history.com/topics/world-war-ii/d-day/videos/d-day-documented-by-newsreel-cameras

o Reading primary sources written by American communists and socialists, to evaluate how dangerous their ideas were to the safety of the US. Links to sources here: http://www.humanities.uci.edu/history/ucihp/resources/11th%20grade%20for%20website/11.4%2011.5%20HOT%20Red_Scare.pdf

o Analyzing political cartoons for meaning, perspective, and level of objectivity

o Identifying features of propaganda in World War II propaganda posters. Examples of propaganda can be found at: www.library.georgetown.edu/dept/speccoll/amposter.htm

o Comparing anti-war feeling and movements in terms of activities, reasoning, impact, and government responses for WWI, WWII, Vietnam, The Gulf War, and current war/counter-terrorism measures. Creating a graphic organizer to organize the information and guide the comparison should be part of the student work.

Practice the skills and applying the understandings required by the performance task by doing thing such as:

o Identifying and critiquing claim, evidence and counter claims included by historians when writing about this era. (for example, http://www.gilderlehrman.org/history-by-era/age-reagan/essays/ronald-reagan-and-end-cold-war-debate-continues or http://www.johndclare.net/causesWWI_Answer1.htm)

o Conducting research using online museum exhibits to both gain knowledge about the content and insight in to how online exhibits present information. (for example http://americanhistory.si.edu/subs/index.html and http://sheg.stanford.edu/atomic-bomb)

o Writing argumentative essay outlines including student claims and explanation of evidence (for examplehttp://sheg.stanford.edu/the-cold-war)

o

Appendix A: Performance Task Handouts and Resources

Student Handouts: Performance TaskIsolation vs. Globalization Unit

The student will understand that when there is a conflict between or within societies, change is the result. In the 20th century, the US became a major player on the state of world conflict. The decision to participate in military conflicts led to tragedy, change, and growth.

The National Museum of American History is creating an online exhibit that will focus on Isolationism and Globalization in 20th Century American History and offer answers to the question “Are the changes caused by conflict worth the costs?” The museum website will include arguments for both sides of this question.

Your Role: The website designers and museum managers have asked you, an independent historian who has studied 20th Century American Conflict, to argue in favor of your answer on the above question. Using one military conflict from the 20th century, you will argue that United States involvement led to changes that were or were not worth the cost of the conflict. Your submission to the museum web designers and historians will include an argumentative essay and five images that help explain your evidence or support your arguments.

Your essay will include the following: o A claim based on the question “Are the changes caused by conflict worth

the costs?”o Answers to the following questions as part of your explanation and

evidence, using specific information from the unit:1. What were the causes of this 20th century conflict?2. Which individuals and groups were affected by the conflict? How?3. Who supported the conflict? Who opposed it? Why?4. What, in American life and society, changed during the conflict?5. What changed as a result of the conflict?6. Were the changes worth the costs of the conflict?

o Five images may include political cartoons, maps, or photographs that explain your evidence or support your argument. These images will be properly cited and from reputable sources.

Your will be participate in peer review with another “historian” looking for clear claim, strength of reasoning based on evidence, inclusion of counter evidence, and accuracy. You will also have the opportunity to revise your work before submission.

Making a Claim and Providing Evidence Outline (use more than one sheet if necessary)

Developing an Evidence-based ArgumentWhat is the question you want to answer?

What is the source for the evidence you will use to support your answer? Why is this a valid source?

Claim that you think answers the question:

Evidence that supports your claim:

Reasoning: Why is your claim correct? How does the evidence support it?

Counter Claim: What evidence exists that refutes your claim? Why is this evidence too weak to change your claim?

SKILLAREA

6Responses at this level:

5Responses at this level:

4Responses at this level:

3Responses at this level:

2Responses at this level:

1Responses at this level:

Meaning: the extent to which the writing introduces a claim about a topic or issue and distinguishes it from counter claims

Effectively establishes a plausible claim AND refutes counter claim Claim shows an accurate and in-depth understanding of the topic, audience, and purpose for the writing task

Effectively establishes a plausible claim AND acknowledges counter claim Claim shows an accurate and complete understanding of the topic, audience, and purpose for the writing task

Effectively establishes a plausible claim Claim shows an accurate although somewhat basic understanding of the topic, audience, and purpose for the writing task

Establishes a plausible claim Claim shows a partly accurate understanding of the topic, audience, and purpose of the writing task

Attempts to establish a plausible claim Claim shows a confused or largely inaccurate understanding of the topic, audience, and purpose for the writing task

Attempts to establish a claim Claim provides no evidence of understanding the writing task or topic

Development: the extent to which the claim is supported with logical reasoning and relevant/accurate evidence that demonstrates understanding of the topic/issue

Develops all aspects of the task and related ideas clearly and fully, with a tightly focused response Expertly supports claim with clear reasoning and reliable, relevant and sufficient evidence

Develops all aspects of the task and related ideas clearly and consistently, with a tightly focused response Skillfully supports claim with clear reasoning and reliable, relevant and sufficient evidence

Develops some aspects of the task and related ideas more fully than others Support claim with clear reasoning and reliable, relevant evidence

Partially develops some aspects of the task and related ideas without much elaboration Supports claim with reasoning and relevant evidence

Attempt to develop some aspects of the task and related ideas, but is vague, repetitive, or unjustified Inconsistently supports claim with reasoning and evidence

Complete lack of development of task Incoherent reasoning and contains irrelevant and/or inaccurate evidence

Organization: the extent to which the reasons and evidence are logically organized and a concluding statement follows from and supports the argument presented

Skillfully establishes and maintain consistent focus on a clear and compelling argument Exhibits logical and coherent structure with claims, evidence and interpretations that convincingly support the topic

Effectively establishes and maintain consistent focus on a clear argument Exhibits a logical sequence of claims, evidence, and interpretations to support the thesis and effectively used transitions

Establishes and maintain focus on a clear argument Exhibits a logical sequence of claims, evidence, and interpretations but ideas within paragraphs may be inconsistently organized

Establishes but fail to consistently maintain focus on a basic argument Exhibits a basic structure but lack the coherence of consistent claims, evidence, and interpretations

Establishes a confused or irrelevant argument and fail to maintain focus Exhibits an attempt to organize ideas into a beginning, middle, and end, but lack coherence

Fails to include an argument or maintain focus Completely lacks organization and coherence

Language: the extent to which the use of words and phrases create cohesion and clarity among claims, counterclaims, reasoning and evidence while keeping formal style

Stylistically sophisticated, using language that is precise and engaging, and challenges audience’s thinking Makes skillful use of sentence variety to signal differing relationships among ideas.

Uses language that is professional and creative and challenges audience thinking Makes effective use of sentence variety to signal differing relationships among ideas.

Uses appropriate language, fostering awareness of audience thinking Makes some attempt to use sentence variety to signal differing relationships among ideas.

Relies on basic vocabulary, suggests audience reflection on thinking Includes sentence variety, but has little to no impact on clarifying ideas.

Uses language that is imprecise or unsuitable for the audience or purpose Includes only simple sentences.

Uses language that is incoherent or inappropriate Includes a number of sentence fragments and run-ons that significantly hinder comprehension

Conventions: the extent to which the writing exhibits conventional spelling, punctuation, paragraphing, capitalization, and grammar

Demonstrates control of the conventions with essentially no errors, even with sophisticated language

Demonstrates control of the conventions, exhibiting occasional errors only when using sophisticated language (e.g., punctuation of complex sentences)

Demonstrates partial control, exhibiting occasional errors that do not hinder comprehension (e.g., incorrect use of homonyms)

Demonstrates emerging control, exhibiting frequent errors that somewhat hinder comprehension (e.g., agreement of pronouns and antecedents; spelling of basic words)

Demonstrates lack of control, exhibiting frequent errors that make comprehension difficult (e.g., subject verb agreement; use of slang)

Is illegible or unrecognizable as literate English

Argumentative Writing Rubric-Social Studies

Standards Addressed In the Performance Task:

Information Processing Skills: 3, 5, 11, 15, 16

Content Standards: SSUSH17; SSUSH18; SSUSH22; SSUSH23; SSUSH25

ELA Standards For Social Studies: Reading: ELACC11-12RH1; ELACC11-12RH7; ELACC11-12RH8Writing: ELACC11-12WHST1; ELACC11-12WHST2; ELACC11-12WHST9

Appendix B: Other Evidence Essential Questions

o How to address Essential Questions in class: Before students record any response hold regular think-pair-share

exercise or small group discussions. Use EQ Posters. Write each essential question for the unit on a poster

(one EQ per poster paper) and daily/regularly survey students for new answers or revisions to previous answers.

Use An ongoing Social Studies journal/notebook used to record answers. Use a site like http://kidblog.org/home/ or http://edublogs.org/ to create

a classroom page for EQs and student answers. Teacher moderation of the site is key, but this allows students to respond to the EQs through out the unit and course. Use in class opportunities or assign home based blog responses on a regular basis.

Short Argument Prompts: o These questions are intended to allow students to write more often but not as

full essays. Students should include a claim and the evidence that supports their claim in a few sentences as practice for longer forms of writing as well as assessment of content knowledge.

Did submarine warfare cause the US to enter WWI? Did the events of the past influence the creation of the Marshall Plan and

Truman Doctrine? Are WWI, WWII and the Cold War connected, does one lead to the next? Does the United States believe in Globalization or Isolationism today?

Explain one example of isolationism and one example of globalization in the 19th century

Describe actions the US took to remain neutral in WWI Why was US involvement important to the success or failure of the

League of Nations? Describe the connection between the Red Scare, Immigration and WWI Describe the cause and effect relationship of WWI and WWII Why were the Russians and the Americans allies in WWII? Describe the two sides at war in the Cold War in terms of beliefs,

politics/governments, and technology How are Korea and Vietnam Cold War conflicts if they don’t happen in

the US or Soviet Union? What are détente, SDI, and glasnost and how did each change the Cold

War?

Exit Ticket-US HISTORY NAME _________________________

PROMPT:

MY ANSWER:

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Exit Ticket-US HISTORY NAME _________________________

PROMPT:

MY ANSWER:

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Exit Ticket-US HISTORY NAME _________________________

PROMPT:

MY ANSWER:

Student Handout: Editorial-Wilson’s Fourteen Points(adapted from two GA DOE assessments)

It is the end of World War I, and President Woodrow Wilson has presented a peace plan called the Fourteen Points. His plan has met with opposition at both the Paris peace talks and in the United States. The primary point of contention in the US is the fourteenth point, the League of Nations.

You are a US newspaper editorial writer who has been asked by your publisher to take a position and defend it in an article for the newspaper using the following guidelines:

Make a claim about the Fourteen Points: Does Wilson’s plan address the causes of WWI and will it prevent future wars?

Provide evidence supporting your claim Provide counterevidence that others might use to disagree with you

***Use “Making a Claim and Providing Evidence” sheet above.

Standards Addressed:

Information Processing Skills: 3, 4, 11, 15

Content Standards: SSUSH15

ELA Standards For Social Studies: Reading: ELACC11-12RH1; ELACC11-12RH8Writing: ELACC11-12WHST1

Student Handout: Immigration Restrictions(adapted from GA DOE assessment-Optional Assignment)

Despite the uplifting social and economic changes that occurred after World War I during the 1920s, feelings of nativism and fear of Communism grew in many Americans. The result was a social divide based largely on immigration status.

What is your position or claim about immigration restrictions in the 1920s? Are they necessary? Do you object to the restrictions? Why?

Create one of the following to illustrate your views on this topic. o Editorial-include a claim and evidence that supports your claimo Political cartoon-include the cartoon itself, with a caption AND a paragraph

explaining your point of view and how the cartoon shows thato Newsreel with script-create a video or set of images linked in video to illustrate

your point of view and a script that describes the “news” point of view

Standards Addressed:

Information Processing Skills: 3, 4, 5, 6, 11

Content Standards: SSUSH16

ELA Standards For Social Studies: Reading: ELACC11-12RH1; ELACC11-12RH8Writing: ELACC11-12WHST1; ELACC11-12WHST7

Student Handout: Letter from the Home Front(adapted from two GA DOE assessments)

After the December 7, 1941, Japanese attack on the American naval fleet at Pearl Harbor, Hawaii, the U.S. was thrust into World War II (1939-45), and everyday life across the country was dramatically altered. Changes affected the economy (both in products available and who made those products ), civil rights, and entertainment.

You are a teenager in Atlanta during WWII. You have become part of a pen pal program to write to people serving in the military and keep them up to date on the home front. Write a letter to your service person pen pal explaining how your family’s life has changed since the war began.

Include the following: Changes that are related to teenagers/children and their households How the changes you experienced compared to other families/people in other places or

with different backgrounds (in other words—there are some things that changed in the US that might not have affected a teenager in Atlanta, but were still important changes over all)

Topics should include rationing, role of women, war time conversion, and concerns about citizens of Japanese and German heritage.

Standards Addressed:

Information Processing Skills: 1, 3, 11, 15

Content Standards: SSUSH19

ELA Standards For Social Studies: Reading: ELACC11-12RH1Writing: ELACC11-12WHST2; ELACC11-12WHST9

Student Handout: Propaganda in WWII (adapted from GA DOE-Optional Assignment)

Propaganda was one of many weapons used during World War II, by the United States as well as other nations. From posters to films and cartoons, the federal government used propaganda to promote patriotism on the home front and increase enlistment in the military. Several government agencies were responsible for producing propaganda; they created posters, worked with Hollywood to produce pro-war films, wrote scripts for radio shows, and took thousands of photographs to document the war effort.

There are seven basic propaganda devices: Name-Calling, Glittering Generality, Transfer, Testimonial, Plain Folks, Card Stacking, and Band Wagon. (For more on these devices, please see http://www.propagandacritic.com/)

Your task is to analyze three posters AND recreate a poster to be reflective of current events. Answer the following questions for each poster and your recreation

Poster #1, 2 and 3: What is the subject or topic of the poster? Who is the target of this poster? What behavior is the poster encouraging? Why is that behavior something the government wanted to promote? What propaganda devices does this poster employ?

Your re-created poster, based on current conflicts What is the subject or topic of the poster? Who is the target of this poster? What behavior is the poster encouraging? Why is that behavior something the government might want to promote? What propaganda devices did you employ in this poster?

Standards Addressed:

Information Processing Skills: 1, 5, 10, 11, 17

Content Standards: SSUSH19

ELA Standards For Social Studies: Reading: ELACC11-12RH1Writing: ELACC11-12WHST10

Student Handout: Who Started the Cold War?(adapted and extended from http://sheg.stanford.edu/the-cold-war)

Despite the fact that the Cold War is recent history and many historians have first hand experience with it, there are a wide variety of interpretations and view points about the beginning of the Cold War.

Examine the provided documents and determine your answer to the question “Who started the Cold War?” Complete the “Making a Claim and Providing Evidence” sheet to organize your ideas. You will then be asked to share and defend your point of view with a partner who does not agree with you.

***Use “Making a Claim and Providing Evidence” sheet above.

Documents ***(Note: full and modified versions of these documents are available at: http://sheg.stanford.edu/the-cold-war)

Document A: “Iron Curtain Speech” by Winston Churchill, March 1946. Document B: “Truman Doctrine Speech” by President Truman to Congress, March 1947.

Document C: “Telegram to Soviet Leadership” from Nikolai Novikov, September 1946.

Document D: “Letter to President Harry S. Truman” from Secretary of Commerce and former Vice President Henry A. Wallace, July 1946.

Standards Addressed:

Information Processing Skills: 3, 4, 11, 15

Content Standards: SSUSH20

ELA Standards For Social Studies: Reading: ELACC11-12RH1; ELACC11-12RH3; ELACC11-12RH6; ELACC11-12RH8Writing: ELACC11-12WHST1; ELACC11-12WHST7