International Relations (Levels 1 and 2) Unit 1: Power, International Systems, and American National Interest Suggested Duration: about 15 days Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Essential Questions Concepts Big Idea: Though they are Students should know: simply theories, international systems allow us to explain •
The difference and examine how and why between power and countries relate with each force other. •
The various international systems Throughout history, the that have existed and president (now along with might possibly exist the advice of the National today Security Council) defines the •
That international United States’ national systems are merely interest and tries to pursue a theories that help us foreign policy consistent with make sense of the achieving America’s goals. ways countries relate to one another •
Standards: 8.1.12; 8.4.12
Essential Questions: 1. What is power? 2. What is an “international system”? 3. What systems has the world gone through over the past few centuries? •
That the president and National Security Council define and conduct US foreign policy That America’s national interest is constantly changing depending on domestic and international events Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: Vocabulary/Content Power and International Systems • International Relations • Power v. Force • International Systems • Balance of Power • Antibalance of Power • Bipolar • Multipolar • Unipolar • Counterweight • Stratified • “Zone of chaos” • Globalized • Resource Wars • Clash of Civilizations • State – US definition vs. international definition • Sovereignty – Do US states have it? • Supranational • Explain the difference between international America’s National Interest and domestic relations • Contrast power and • Foreign Policy force • Interventionist • Define and analyze • Hawks v. Doves each international • Noninterventionist system and conclude •
Isolationism whether or not it could • Elite v. Mass Instructional Materials Suggested Activities Textbook: Chapters 1, 4, and 3 George Friedman’s The Next 100 Years: A Forecast for the st
21 Century – Chapter 1 – “The Dawn of the American Age” “The U.S. Role in a Changing World” article Students will complete a video project whereby they act out a minimum of 3 international systems. Students should read and analyze the assigned textbook chapters as well as George Friedman’s The Next 100 Years and “The U.S. Role in a Changing World” in order to write a 5‐paragraph essay on whether or not they feel the US can lead the world. Students will organize a chart that breaks down American national interest during various points in history. 4. What kind of a system are we in now? possibly exist today • Contrast interventionism, non‐
interventionism, and isolationism • Explain why America’s attitude towards intervention changes over time • Distinguish between the elite and the mass in America and explain why their views of foreign policy are different • Explain the President’s and Congress’ role in making and conducting foreign policy • Detail America’s national interest from 1776 to the present 5. Can the United States lead the world? 6. When and why has the US practiced interventionism? Isolationism? 7. What is the elite‐mass split on US foreign policy? 8. How is the US structured for the conduct of foreign policy? 9. How does unilateralism lead to isolationism? 10. What is the national interest? Why is it often hard to define? 11. What was the US national interest during the American Revolution? During manifest destiny? During imperialism? During WWI? Between the world wars? During WWII? During the Cold War? •
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Continuity Principle Tonkin Gulf Resolution War Powers Act Department of Homeland Security National Security Council Unilateralism v. Multilateralism National Interest Realism v. Idealism Manifest Destiny Monroe Doctrine Imperialism Woodrow Wilson 14 Points Kellogg‐Briand Pact Containment and its relation to the Truman Doctrine, Marshall Plan, and Domino Theory Access the SAS content at: www.pdesas.org International Relations (Levels 1 and 2) Unit 2: Diplomacy, International Law, and the United Nations Suggested Duration: about 15 days Standards, Big Ideas, and Essential Questions Big Idea: There are many tactics that countries use in order to prevent the outbreak of war. Though international laws exist, they have not proved strong enough to avert all conflicts. Diplomacy is one tactic that countries use to prevent war, but it has proven to have limited success without military backing. The United Nations was created following WWII in order to provide a forum for countries to solve their differences and to prevent wars through the use of collective security. Concepts Students should know that: •
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Standards: 8.1.12; 8.4.12
Essential Questions: 1. What are the strengths and weaknesses of diplomacy? •
International law is created by treaties and tradition and unlike domestic law there are no consistent penalties for its violation While diplomacy was much more important prior to the development of modern telecommunications, it still plays a role in avoiding conflict today The United Nations was created following WWII to prevent future conflicts through the use of collective security, but has produced mixed results do the structure of its Security Council The UN’s Universal Declaration of Human Rights has expanded its role to halting civil conflicts and providing better health care and education to those in Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Analyze the advantages and Vocabulary/Content Diplomacy • Diplomacy • Unilateral • Bilateral • Multilateral • Summit diplomacy • Embassy • Ambassador • Consulate • Consulate general • Diplomatic immunity • Persona non grata International Law • International law • Consistency • Reciprocity • Treaty • Hugo de Groot (Grotius) • Commands • Executive agreements • Sanctions • Recognition • De facto recognition • De jure recognition • Geneva Convention United Nations Instructional Materials Suggested Activities Textbook: Chapters 19‐21 Charter of the United Nations Movie: Hotel Rwanda Video: Frontline: On Our Watch (Darfur) UN’s Universal Declaration of Human Rights Students will conduct a United Nations websearch where they search the UN website to answer a packet of questions. Students will read excerpts from the Charter of the United Nations and the Universal Declaration of Human Rights to understand the structure, power, and goals of the organization. Students will watch Hotel Rwanda and Frontline: On Our Watch to understand the limitations of the United Nations Security Council need 2. What is the relationship between diplomacy and military strength? •
3. What are the advantages and disadvantages of unilateral diplomacy? Multilateral diplomacy? 4. Can diplomacy end wars? How? 5. Has diplomacy outlived its usefulness? •
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8. If international law lacks the enforcement mechanism of domestic law, why is it generally obeyed? •
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10. What does diplomatic “recognition” mean and why is it important? 11. Why did the League of Nations fail? 12. How did the UN address •
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number of UN member countries as well as the 5 permanent members of the UN Security Council and the veto power that comes with it Describe the role of League of Nations
Woodrow Wilson
Treaty of Versailles
United Nations
Franklin Roosevelt
UN Charter
General Assembly
Secretary General
Security Council
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Resolutions
Peace making
Peacekeeping
Peace building
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International Court of
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World Health Organization
Food & Agricultural
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Peace Enforcement
Peacekeeping
Functionalism
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Good Offices
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and peacekeeping operations. the failings of the League of Nations? 13. Why were 5 countries given permanent seats on the UN Security Council? What are the advantages and disadvantages of this? Should they be permanent? 14. Why and over what is the United States at odds with the UN? 15. Where has the UN been successful? Where has it failed? What explains the successes and failures? the General Assembly and Secretary General • Compare and contrast the 3 different types of UN peacekeeping operations • Analyze the conflicts in Rwanda and Darfur as to how they began, the events of the genocides, the UN’s role in each, how they were resolved, and why the UN failed to prevent them Access the SAS content at: www.pdesas.org International Relations (Levels 1 and 2) Unit 3: The Cold War Suggested Duration: about 25 Days Standards, Big Ideas, and Essential Questions Concepts Competencies and Social Studies Core Skills Big Idea: The Cold War grew Students should know that: RTM Core Social out of a competition Studies Skills: between the capitalist, • Map skills • The outcomes of democratic United States and • Interpretation WWII included the communist Soviet Union of charts and war crimes trials, the during World War II and graphs division of Europe, lasted for approximately 45 • Analysis and plans to rebuild years. The Cold War created interpretation Germany and Japan, a bipolar international of political and the system where constant cartoons establishment of threat of war existed. • Analysis and international interpretation cooperative The CIA played a large role in based on organizations the Cold War by removing synthesis of • The Universal communist leaning leaders in facts Declaration of Iran and Guatemala and • Notetaking and Human Rights was replacing them with dictators organizational issued in 1948 to to the dismay of their skills protect the “inherent citizens. The effects of these dignity and…the • Reading actions continue to affect US equal and inalienable comprehension foreign relations. rights of all members • Research skills of the human • Written and oral family…” expression of Standards: • Competition facts and between the USA concepts and USSR laid the Essential Questions: foundation for the Students will be able Cold War to: 1. What were the •
The Cold War • Explain the outcomes of WWII? influenced the terms of the 2. What were the war policies of the USA peace from WWII, crimes trials? Vocabulary/Content Instructional Materials Suggested Activities Outcomes of World War II •
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Establishment of two superpowers: United States and Soviet Union •
War crimes trials •
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Establishment of United Nations •
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Formation of North Atlantic Treaty Organization (NATO) and Warsaw Pact Text Chapters 2, 3, 5, 6 UN Declaration of Human Rights Discovery Channel videos on Korean War and Vietnam War CNN Cold War video on the Berlin Wall Movies: 13 Days and/or Charlie Wilson’s War Google Docs groups presentation on selected topics on the Cold War Create a political cartoon about either the Truman Doctrine or the Marshall Plan Document analysis on causes of the Korean War and the Cuban Missile Crisis Efforts for reconstruction of Germany •
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and USSR toward other nations and conflicts around the world The presence of nuclear weapons has influenced patterns of conflict and cooperation since 1945 Communism failed as an economic system in the Soviet Union and elsewhere. Japanese occupation of European colonies in Asia heightened demands for independence after World War II After WWII, the USA pursued a policy of containment against communism. The policy included the development of regional alliances against Soviet and Chinese aggression. The Cold War led to armed conflict in Korea and Vietnam the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations and the Universal Declaration of Human Rights • Explain key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe • Assess the impact of nuclear weaponry on patterns of conflict and cooperation since 1945 • Describe conflicts and revolutionary movements in eastern Asia and how they pertain to the Cold War •
guarantee of Japan’s security by the United States Emergence of Japan as dominant economy in Asia International Cooperative Organizations •
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Warsaw Pact The Universal Declaration of Human Rights •
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Provided a code of conduct for the treatment of people under the protection of their government Beginning of the Cold War (1945‐1948) •
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Rivalry between the US and USSR •
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President Truman and Containment policy •
Eastern Europe: Soviet satellite nations, Iron Curtain Characteristics of the Cold War (1948‐
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North Atlantic Treaty Organization (NATO) vs. Warsaw Pact •
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Berlin Wall and its significance •
Cuban Missile Crisis •
Nuclear weapons and the theory of deterrence The Role of the CIA • Describe the contribution of Mikhail Gorbachev to the Cold War and Soviet history •
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In Iran, US support the Shah and overthrow popularly elected Mohammad Mossadeq 1979 Iranian Revolution In Guatemala, US overthrow popularly elected Jacobo Arbenz Collapse of communism in the Soviet Union and Eastern Europe •
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Fall of the Berlin Wall •
Last president of the Soviet Union Access the SAS content at: www.pdesas.org International Relations (Levels 1 and 2) Unit 4: The Nuclear Age Suggested Duration: about 5 Days Standards, Big Ideas, and Essential Questions Big Idea: The Nuclear Age began when the United States developed the first atomic bomb in 1945. Nuclear technology has since proliferated to at least 8 other countries. While some political scientists believe nuclear weapons have made the world more dangerous, others believe them to be the best deterrent to war. Concepts Students should know that: •
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nuclear powers alike • Research skills to curtail • Written and oral proliferation and expression of disarm current facts and stockpiles, but their concepts success is limited Nuclear weapons and Students will be able to: their second strike capability serve as the ultimate • Explain how the deterrents against a Nuclear Age came Vocabulary/Content Hiroshima and Nagasaki Nuclear states •
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14 US Movie ‐ Dr. Britain Strangelove Russia France Doomsday Clock China history India Pakistan “10 Myths about Israel (unconfirmed) Nuclear North Korea Weapons” article from Foreign Proliferation Policy magazine Non‐Proliferation Treaty (NPT) Anti‐Ballistic Missile Treaty “A World Free of (ABMT) Nuclear Deterrence Weapons” by Extended Deterrence Mutually Assured Destruction George Shultz et (MAD) al. First and Second Strike Capability Video ‐ Frontline: International Atomic Energy Kim’s Nuclear Agency (IAEA) Gamble Atoms for Peace Disarmament National missile defense Arms control Suggested Activities Students will gather evidence from their textbook, articles in class, and videos in order to write a 5 paragraph essay where they defend whether or not the world is safer with nuclear weapons.
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international law say about nuclear weapons? Do weapons of mass destruction deter or provoke war? Is disarmament really impossible? What is the difference between deterrence and defense? Would a national missile defense make America safer? If nuclear weapons are nearly unusable, what good are they? How do nuclear weapons confer international prestige? What was “massive retaliation” and what was it designed to do? Are political uses of nuclear weapons more important than military ones? Which countries abandoned their nuclear programs? Why? nuclear attack about • Identify the countries that currently possess nuclear weapons • Explain the concept of Mutually Assured Destruction and how it acts as a deterrent for the use of nuclear weapons • Analyze why the possibility of a retaliatory strike is more threatening than a first strike • Analyze the effectiveness of treaties related to nuclear weapons • Consider whether nuclear weapons make the world safer or not and defend their position • Explain how nuclear weapons also offer countries political benefits International Relations (Levels 1 and 2) Unit 5: The Middle East and Terrorism Suggested Duration: about 15 days Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Essential Questions Concepts Big Idea: The Middle East is Students should know predominantly Muslim, that: undemocratic, and the largest supplier of oil in the • Though the Middle world. Yet despite its East is predominately commonalities, the Middle Muslim, many East is a diverse land full of differences of race people of various races and and faith exist ethnicities who do not view • Judaism, Christianity, the world through a single and Islam all share lens. The relationship many important between the U.S. and the traditions and beliefs Middle East has fluctuated • The holy land of Israel over time and from country has been contested by to country. Jews and Muslims for centuries Terrorism is a violent political • Terrorism is a favored act aimed at drawing tactic used by attention to a cause or fundamentalist Islamic weakening a hated authority. groups today to attack Since groups such as Al the west Qaeda have used this tactic • Domestic terrorism to attack the West, it poses as serious a remains a major concern of threat to western US foreign policy. nations as international terrorism Standards: 8.1.12; 8.4.12
Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain the political importance of the Middle East to the western world • Explain the difference between Arabs and Muslims • Compare and contrast Vocabulary/Content Instructional Materials Suggested Activities Religions, Land, and People of the Middle East • Judaism • Christianity • Islam • Abraham • Isaac • Ishmael • Torah • Bible • Qur'an • Sunni • Shi'ia • Arab • Persian Iran • Persian • Shah Reza Pahlavi • Anglo‐Iranian Oil Company • 1979 Revolution • Hostage crisis • Ayatollah Khomeini • Theocracy Textbook: Chapters 8, 9, and 15 Video ‐ Israel and Palestine: Land for Peace Article: “Ghosts of the Past: To win the war on terrorism we first need to understand its roots” Video ‐ A&E Biography: Timothy McVeigh
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What is nationalism and where did it come from? 3.
How did Israelis and Arabs become nationalistic? 4.
How many wars has Israel fought? What were they? What was their underlying cause? What should Israel 5.
do with the Palestinians it now controls? 6.
What role can the United States play in the peace process? 7.
Can there eventually be Arab‐Israeli peace? How? 8.
Why is the Persian Gulf region so important? 9.
What are the differences between Iran and the Arab countries? 10.
Why did Iran erupt in Islamic Revolution? 11.
What were the first, second, and third Gulf Wars? 12.
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the religious beliefs of • Desert Shield Judaism, Christianity, • Desert Storm and Islam • George H.W. Bush Describe the history of • Third Persian Gulf War Israel and judge • Weapons of Mass whether or not its Destruction (WMDs) creation was justified • George W. Bush Defend whether or not • Axis of Evil they believe the Arab‐
• Operation: Iraqi Freedom Israeli conflict can be peacefully resolved Saudi Arabia Explain the reasons for • OPEC Iran’s Islamic • Sharia Law Revolution • US ally against Iraq Evaluate the effectiveness of Turkey terrorism as a political • Democracy strategy • Mustafa Kemal Ataturk • NATO member Israel •
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Balfour Declaration British White Paper Holocaust Palestinians Intifada Arab‐Israeli Conflict Terrorism • Separatist • Domestic • Timothy McVeigh • International • 1972 Munich Olympics • Osama Bin Laden • Al Qaeda • State‐sponsored of terrorism and have to identify the issue addressed in the article, the author’s thesis, supporting evidence, and their own reaction 13.
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How does terrorism relate to guerrilla warfare? 15.
Why is terrorism especially connected to the Middle East? 16.
Is the United States equipped to stop terrorism? International Relations (Levels 1 and 2) Unit 6: The Rise of China and India Suggested Duration: about 10 days Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Essential Questions Big Idea: Though colonized for many years by foreign powers, China and India are emerging as major powers on the international stage due to their large populations, military strength, and economic growth. They pose an ever increasing challenge to American hegemony and possible counterweight to American power. Their friendship and cooperation, therefore, is a major goal of American foreign policy. Concepts Students should know that: •
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China and India were both colonized by foreign powers and only achieved complete independence following World War II Though a communist government still exists in China, it has a capitalist economy Deng Xiaoping was responsible from turning China from a closed economic system to a free market one Though communist, China acted independently of the Soviet Union Sino‐American relations began to improve in the early 1970s under US president Richard Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain how China became a communist nation • Analyze China’s relationship with the Soviet Union • Contrast China’s communist economic Vocabulary/Content China •
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History of colonization Jiang Jieshi Taiwan Mao Zedong Korean War Deng Xiaoping Tiananmen Square Massacre “Workshop of the World” Hu Jintao British colonization Indian nationalism Mohandas Gandhi Jawaharlal Nehru Partition along Hindu/Muslim lines India Pakistan Bangladesh Sri Lanka Democracy Socialist economy Indira Gandhi Liberalization Plan Influence of China Kashmir Instructional Materials Suggested Activities Textbook: Chapter 17 and 7 The Next 100 Years – Chapter 5 Video ‐ China Boom Video – China Inside Out Video – India Rising Google Docs assignment where students research 2 issues that affect US‐
China relations and determine whether or not the US and China are partners or enemies. Have students create a chart comparing and contrasting China and India in terms of when they gained independence, their leaders, styles of economy and government, and when their economic system was modernized. 3.
Is Taiwan a separate country from China? Should it be? 4.
Is China a communist or capitalist nation? 5.
What explains China’s remarkable economic growth since the late 1970s? 6.
What are China’s greatest strengths and weaknesses? 7.
Why is China referred to as the “workshop of the world”? 8.
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origins of Indian nationalism? 10.
Why was Pakistan partitioned from India? 11.
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system with the free market system under Deng Examine whether the US is partners or enemies with the China Analyze China’s greatest strengths and weaknesses Judge whether or not China will be the world’s next superpower Evaluate America’s role in supporting an independent Taiwan Describe the origins of Indian nationalism and the partition of Pakistan Evaluate US relations with India following independence Analyze India’s greatest strengths and weaknesses Judge whether or not India will become a superpower