Unit 7
Global Connections
Overarching Inquiry Question:
How has the modern United States changed due to global influences?
Unit Overview:
In this unit, the students will define and describe the role of the United States in a modern world that is characterized by technological advances and global terrorism and the interdependence of developed countries politically, socially, and culturally. The students will explore the role of the United States in handling global conflicts, confronting terrorism, expanding technological advancements, and how these advancements in technology impacted rural communities in South Carolina. Students will be actively engaged in hands-on learning through inquiry-based learning, gallery walks, current events, map skills, and real-world applications.
Unit Theme:
Modern America
Standards & Skills
Standard 5: Demonstrate an understanding of the contemporary global economic, social, and political roles of the United States and South Carolina from 1980–present.
Instructional Guidance:
Contextualize: Place events in the proper context, allowing students to understand the historical period. Context: Contextualize the changes in rural communities in South Carolina within national and global industries.
Causation: Analyze multiple causes and effects, to include distinguishing long-term and short-term examples. Cause and Effect: Analyze the impact of digital technologies in the United States, and describe the impact that those technologies had on its global influence.
Comparison: Generate comparisons based on common or differing characteristics or contexts. Compare: Compare and contrast the focus of the United States as a World Leader before and after the September 11, 2001 attacks.
Periodization: Study the past in blocks of time in order to understand how they are linked. Periodization: Summarize the global involvement of the United States using the fall of the Soviet Union as a turning point.
Evidence: Identify, source, and utilize different forms of evidence, including primary and secondary sources, used in an inquiry-based study of history. Evidence: Analyze multiple perspectives on the economic, political, and social effects of global interdependence after 1980 using primary and secondary sources.
I Can Statements:
- I can summarize the global involvement of the United States using the fall of the Soviet Union as a turning point.
- I can compare and contrast the focus of the United States as a world leader before and after the September 11, 2001, attacks.
- I can analyze the impact of digital technologies on the United States and describe the impact those technologies had on its global influence.
- I can contextualize the changes in rural communities in South Carolina within national and global industries.
- I can analyze multiple perspectives on the economic, political, and social effects of global interdependence after 1980 using primary and secondary sources.
Teacher Materials
Student Materials
- Teachers will need to print images for a gallery walk (slide 19)
- Conflict (digital)
- Electronic Commerce Facts for Kids (digital)
- How Has Technology Changed Over Time? (digital)
- High-Tech Farming Cards - Print 1 per group
- Outline Map of the World (PDF) (Print 1 per student)
Additional Resources:
- Unit on Esperanza Rising that is aligned to these lessons and standards.
Picture Books:
- 10 True Tales: Heroes of 9/11 by Allan Zullo
- America is Under Attack by Don Brown
- Silent Music by James Rumford
- Oranges in No Man’s Land by Elizabeth Laird
- Towers Falling by Jewell Parker Rhodes
- I Survived the Attacks of September 11th, 2001 by Lauren Tarshis
- Amina's Voice by Hena Khan
- The Red Pencil by Andrea Davis Pinkney
- Fireboat by John Harvey
- If You Give a Mouse an iPhone: A Cautionary Tale by Ann Droid
- September 12th: We Knew Everything Would be All Right by Masterson Elementary Students
Chapter Books:
- Esperanza Rising by Pam Munoz
- How Kids Can Be Good Citizens: Lessons for Keeping America Strong & Safe by Gina M. Bennett
- Towers Falling by Jewell Parker Rhodes