Date: Monday, March 30, 1998 - April 3, 1998
Objectives: The students will
I. outline the goals of American foreign policy.
II. identify some or all of the key events that have shaped foreign policy during the history of our nation.
III. list and describe the major foreign policy players within
and outside of American government including the United Nations.
Warm Up Activity (Anticipatory Set): True or False Diagnostic Quiz
A) Have students form partner pairs for a diagnostic quiz. Be sure they understand that the quiz will not count as a grade.
B) Offer an incentive for the students to do well, ie., computer time, a candy treat, or any other thing that is permissible within reason by that they find important.
C) Have students answer the following true-false questions on their own papers. Each pair of students can have one paper for responses.
1) Only the president has the power to declare war.
2) The conflict in Northern Ireland is between Muslims and Jews.
3) The United States always sells more than it buys from other countries.
4) The United Nations owes the The United States billions of dollars since the US is the leader of most UN projects.
5) One of the most serious threats to the United States is Great Britain.
6) The person who carries out the President's wishes in the area of foreign policy is the Secretary of Defense.
7) There are no more communist nations in the world today.
8) The current President of the Soviet Union is Mikhail Gorbachev.
9) One of the closest allies of the United States since the end of World War II has been the People's Republic of China.
10) The United States is willing to protect the nation of Israel against its Arab neighbors because of the large oil reserves that Israel owns.
Main Activity (Instructional Input): Gaining A Background In American Foreign Policy
Vocabulary as the Basis for Understanding Foreign Policy
A) Distribute terms to students on a worksheet. Divide the class into five groups. Assign each group about three to five terms to define from the chapter reading.
B) When students have defined all the terms, have the students place their terms on overhead transparencies. (This will require the teacher to clean the transparencies between classes). Review them orally, and allow students to copy the definitions supplied by their peers. Then collect or review students' work for a grade.
C) Alternative: In the computer lab, have students word process their
terms on computer. Students should copy terms down into their notes from
computer as they rotate from station to station. Continue until all terms
have been copied into students' notes.
2) The War of 1812
4) The Monroe Doctrine
5) The Roosevelt Corollary
6) Dollar Diplomacy
7) The Good Neighbor Policy
9) The League of Nations
12) Vlademir Ilich Lenin
13) Satellite Nations
14) The Cold War
16) The Truman Doctrine
17) The Berlin Blockade
19) Mao Zedong (Mao Tse-tung)
20) Balance of Power
21) Cuban Missile Crisis (1962)
23) Korean War (1950-1953)
27) Less developed Countries (LDCs)
30) Basic Goals of American Foreign policy
3) Balance of Power
4) Arms race
7) The Monroe Doctrine
9) The Spanish American War:
11) Wilson's "Fourteen Points"
12) Good Neighbor Policy
13) The Axis Powers of World War II
14) The United Nations:
B) Difference from the League of Nations
17) The Cold War
18) The Korean War:
21) The Vietnam War
24) National Security Council
25) The Iran-Contra Affair
1) Foreign policy
|From Sections 2, 3, and 4, Chapter 20
Examples (Modeling): Time Line of US Foreign Policy
A) Have students develop a time line of major US foreign policy events
based on the definitions developed from the activity
B) Create a transparency that contains the major events of American foreign policy.
C) Have students use their notes and text to determine which events took place first and their cause and effect relationships.
D) Have students put them in order while in cooperative groups of three or four. Have the groups present their findings and review orally.
Check For Understanding:
Guided Practice: Filmstrip: American Foreign policy of the 20th century
A) Distribute filmstrip worksheets that contain fill in the blank questions on American Foreign Policy of the 20th Century
B) Show filmstrip. Filmstrips used in this activity are from the National Geographic Series entitled American Foreign Policy.
C) Stop audio to explain concepts and to allow students time to insert answers onto the worksheet.
D) Have students exchange papers and correct each other's papers while reading the correct responses aloud.
Homework (Independent Practice): Foreign Policy Today
A) Have the students locate a story dealing with foreign policy in the news through newspaper articles, news summaries, or the Internet. One class period can be devoted to using the newspaper or watching a TV news broadcast to begin this activity in class if needed.
B) Have the students write a description of the article using the following template:
1) Describe the historical background of the foreign policy in the article.
What is the history of the policy?
2) Describe the issue at hand. List two or more sides of the issue by stating the different approaches the US could take in dealing with the issue.
3) What position does the US government take today on the issue? Do you agree with the policy?
C) Have students present their articles and issues orally in front of the class during the next class period.
D) Assign and oral presentation grade as well as a written product grade for the assignment.
Wrap-Up Activity (Closure): Map on Foreign Policy
A) Display a world map on the wall or overhead.
B) For each of the major foreign policy issues mentioned in any of the above activities, indicate the location of the nations involved in the issues facing American policy makers.
C) Locations can be indicated with a correctly placed number. Details about policies dealing with that locality can be placed on a separate sheet of paper, on a transparency, or a wall map.
D) Use the map to review concepts or quiz students on foreign policy
issues taking place today or in the past.
Evaluation: The lesson will be evaluated by:
I. the accuracy of student's written responses;
II. student's scores on future tests and quizzes.
George Cassutto's Cyberlearning World
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