Digital Unit Plan Template

Unit Title: American Foreign Policy before Pearl Harbor Name: Paula Shirley
Content Area: United States History and Geography Grade Level: 11
CA Content Standard(s)/Common Core Standard(s):
Content Standard 11.7 1. Examine the origins of American involvement in the war, with an
emphasis on the events that precipitated the attack on Pearl Harbor
Content Standard 11.7.4. Analyze Roosevelts foreign policy during World War II
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
(CCSS.ELA-LITERACY.RH.11-12.1).
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
(CCSS.ELA-Literacy.RH.11-12.2).

Big Ideas/Unit Goals:

Students will be able to define Isolationism.
Students will be able to provide two ways the U.S. stayed neutral towards the war prior to the
attack on Pearl Harbor.
Students will be able summarize the main points behind the Four Freedoms speech made by
Franklin D. Roosevelt.
Students will be able to state at least two events, described by the author of a speech, which
led to their overall concern for the European conflict pre-WWII.
Unit Summary:

This lesson is a part of a World War II unit that is designed to teach students to use close reading skills
and use textual evidence from a primary source to identify Americas stance on WWII prior to the
attack on Pearl Harbor. Students will also be able to interpret Americas view on international
relations and what shaped foreign policy during this time period. The lessons also teach students to be
accountable for being active listeners, in addition to contributing to discussions, and working both
independently and group settings to complete an activity.

Assessment Plan:
Entry-Level: Formative: Summative:

Group Pop Quiz on Exit Slips: Short summary

Discussion/ Isolationism on a randomly chosen
Answer: Political Essay project How did
Students discuss Propaganda: American foreign policy
and present the Creating a influence the years
answers to two slogan/poster in between 1930-1941?
questions support of For what reasons did
following U.S. Isolationism. these policies Chang?
Attitudes Post- Four Freedoms
WWI. Flashcards
KWL Chart: Using
knowledge to
fill out What did I

Lesson 1 (Teacher Lecture)
Student Learning
Objective:
Students will be
able to define the
ideology behind
Isolationism.
Students will be
able to provide two
ways the U.S.
stayed neutral
towards the war
prior to the attack
on Pearl Harbor.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning
Objective:
Students will be
able summarize the
main points behind
the Four
Freedoms speech
made by Franklin D.
Roosevelt.
Lesson 3 (Graphic Organizer)
Student Learning
Objective:
Students will be
able to state at least
two concerns,
described by the
author, which led to
their overall
concern for the
European conflict
pre-WWII.
Learn
section of the KWL
chart.
Acceptable Evidence (Assessments):
Students will participate in a
discussion and present the answers
to questions regarding what they
know about the U.S. Attitudes Post-
WWI.
Students will be given a pop quiz at
the beginning of the next meeting to
be used as a refresher and create
the connections that the material
will make with the next lesson.
Acceptable Evidence:
Each student will finish the lesson
by independently completing an
exit slip answering a prompt
provided by the teacher. 3-4
prompts will be provided to the
class and 1 will be given out at
random for each student to
complete independently. The
prompts will allow students to
summarize the main points made
from the text which will address the
objectives of the overall lesson.
Acceptable Evidence:
There are two ways in which I
would assess the students. The
most obvious way that I would be
able to tell if the students are
collecting the intended information
from their reading is by seeing the
details that they are including on
their What I Learned section of
their KWL chart.
Secondly, students will display
their new knowledge in essay
format and reference material that
was used in earlier stated activities
Lesson Activities:
The teacher will facilitate a lecture
on American attitudes post WWI
and introduce ways that the United
States took a stance of Isolationism
and Neutrality. Students will have a
lecture study guide to help them
retain the information being given.
Lesson Activities:
Students will work in pairs to listen
to the Four Freedoms speech by
Franklin D. Roosevelt and use
technology to complete the
webercise worksheet provided.
Lesson Activities:
A reading activity will be conducted
as a class, independently and in
groups of 4-5 students. Students will
read The Defense of the United
States: Speed is our Greatest Need
Today and they will use the text to
answer the questions for the What I
learned section of their KWL chart.
During the reading process,
students will be asked to create
brackets and highlight any
information they see as
evidence/important. Students will
read independently and in their
 to support their thesis and ideas. groups as we move through the
parts of the document.
Unit Resources:

1. Video of American Isolationism: The Road to World War II - Youtube

https://www.youtube.com/watch?v=xlUgGQV6-Zs

2. The Defense of the United States: Speed is our Greatest Need Today Cordell Hull
http://www.ibiblio.org/pha/policy/1941/1941-01-15a.html

3. Franklin D. Roosevelt Four Freedoms Park website

http://www.fdrfourfreedomspark.org/fdr-the-four-freedoms/

4. State of the Union address Four Freedoms Speech

https://www.youtube.com/watch?v=ILwdecBs5Uo

Useful Websites:

1. Dictionary Website for assistance in unknown terms

http://www.dictionary.com/

2. OWL at Purdue - Purdue University's Online Writing Lab (OWL) offers information on how to find
sources, tips on how to organize a research paper and how to property cite sources.
https://owl.english.purdue.edu/owl/resource/677/01/