The International System
Course
Political Science II
Unit II
Foundations and
Development of
Globalization
Essential
Question
How has the
international
system changed
over time?
TEKS
§130.184(c)
(3)(A)(B)(C)(G)
Prior Student
Learning
None
Estimated Time
1.5 to 2 hours
Rationale
The term international relations describes the relationships between different
cultures, peoples, social ideals, and governments. These interactions are
constantly creating the international situations in our interconnected and
globalized world.
Objectives
The students will be able to:
1. Explain each of the stages of the international system
2. Create and give a group presentation about their own research
regarding a stage of the international system
3. Analyze and explain national actors and international interactions
Engage
Post the following scenario on the board. Have the students read it carefully
and then respond to the question below it. Use their responses to introduce
the topic of this lesson.
Scenario: Imagine that you are the President of the United States and have
been given disturbing news about a world event. Reports show that relations
between India, China, and Russia have broken down to the point that war is
imminent. If war erupts the entire region will be destabilized, and the
surrounding nations could possibly be forced into the conflict.
Question: What should be done? Choose from the options below and explain
why you believe it is the best answer.
1. Do nothing in the matter—allow them to fight and decide who wins
after the war is over.
2. Support a country—which country would offer the most for US
support? This option means that the US will be at war with the other
countries in the conflict.
3. Try to broker a peace agreement before the war begins—act as the
negotiator to resolve the conflict and create peace before war breaks
out and people die.
Discussion: After the students have had a few moments to answer, ask them
to share their answers in a class discussion. Survey the class to see how
many students selected each answer. Try to gauge the general consensus
of the class as a whole. Have the students discuss the pros and cons of
each option. Use the Discussion Rubric for assessment.
Key Points
I. Overview of the International System
A. International System
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1.
Is the complex system of relationships between all of the
countries in the world
2. Is based on
a) International and national goals for each country’s people
b) Power of each country
c) Influence of other countries that may threaten each nation
d) Remember that each country has its own culture, goals,
governments (that may or may not relate well), leaders, and
resources (power)
B. History of the International System
1. There are four stages in the evolution of the International
System and the tactics change during each stage
2. Stages of the International System
a) Classical (1648-1789)
(1) Kingdoms and Empires competed with one another for
European and, eventually, world domination
(2) They used war, alliances, financial power, and
technological innovations to out-do each other and gain
the most power
(3) Europeans expanded their countries by colonizing
territories, stripping them of their identities, and using
their resources for wars in Europe
b) Transitional (1790-1945)
(1) People began challenging the validity of service to a
King or Queen, or to religious ideals, without
acknowledging that they have the power to control their
own destinies
(2) Was a gradual transition from Absolutism to
Representative Government
(3) The people had to overturn the Ancient Regime and
force change onto the high classes and monarchs
(4) People wanted to change the international system to
benefit their race or country while halting the control of
others around the world
c) Post WW2 (1945-1991)
(1) The old international system’s balance of power (a.k.a.
European global domination) died out because of
defeats in WW2
(2) The world was divided between two super-powers who
(a) Competed for world domination
(b) Had opposing ideologies
(c) Were prepared to go to war to defend their
ideologies
(3) This was the most dangerous time in world affairs
because of how close the world came to complete
destruction
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d) Contemporary (1992-Present)
(1) The world is tired of wars for world domination
(2) Instead of resorting to military force, the world begins
with diplomacy and attempts to talk out problems and
find peaceful solutions
C. Components of the International System
1. National Actors – name given to each country on the world’s
stage
2. International Interactions – organizations or events that nations
around the world have come together to create, monitor, and
use to facilitate diplomatic relations with one another
3. Balance of Power – every country has enough power and
influence to balance the power structure of the world without one
nation becoming a threat to others
4. Hegemony – when one country or an alliance of countries
dominates a region or the entire world by controlling economic,
military, or political power
5. Isolationism – when a country refuses to get involved in the
international issues unless it is involved in the situation directly
6. Super-Power – a country that has enough power to dominate
the entire world, or a vast regional base of it. Usually has
supreme military, economic, and political power all in one
package that allows it to influence and control many other
countries around it and in the world
Activities
History of the International System – Divide the class into four groups.
Assign each group one of the stages of the International System. Each
group must work together to conduct research about the stage, create a
presentation with its research results, and give a presentation. Use the
Presentation Rubric, the Group Evaluation Rubric, and the Peer Evaluation
Rubric for assessment.
Assessments
International System Quiz and Key
Discussion Rubric
Group Evaluation Rubric
Individual Work Rubric
Peer Evaluation Rubric
Presentation Rubric
Materials
International System computer-based presentation
Computers with Internet access and presentation software or presentation
supplies and resource materials
3
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Resources
Remy, Richard C. United States Government: Democracy in Action. New
York City: Glencoe, McGraw-Hill, 2003. Ch. 22. Print.
Accommodations for Learning Differences
For reinforcement, the students will do the following for each of the stages of
the international system:
 Write a description in their own words
 Select an example event that supports their description
 Explain why the selected event is a good example of the stage
Allow the students to conduct their own research and scaffold this activity as
needed. Use the Individual Work Rubric for assessment.
For enrichment, the students will conduct research on the following
international actors and explain how each of them is important to the current
international system:
 United Nations
 OPEC
 NATO
 G8 countries
 NAFTA
 The Olympics
Use the Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.184. Political Science II (One to Two Credits).
(3)
The student analyzes international relations. The student is
expected to:
(A)
examine the historical development of the international
system;
(B)
compare and contrast the classical international system,
the transitional international system, the post-World War
II international system, and the contemporary
international system;
(C)
research national actors and international interactions;
(G)
analyze what a nation-state does when faced with a
problem that requires resolution;
College and Career Readiness Standards
Social Studies Standards
I. Interrelated Disciplines and Skills
C. Change and continuity of political ideologies, constitutions, and
political behavior
1. Evaluate different governmental systems and functions.
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2. Evaluate changes in the functions and structures of government
across time.
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Name__________________________________
Date________________________
International System Quiz
1.
_____National Actors
A. Every country has enough power and influence
to balance the power structure of the world
without one nation becoming a threat to others
B. Name given to each country on the world’s
stage
C. When one country or an alliance of countries
dominates a region or the entire world by
controlling economic, military, or political power
D. When a country refuses to get involved in the
international issues unless it is involved in the
situation directly
E. Organizations or events that nations around
the world have come together to create,
monitor, and use to facilitate diplomatic
relations with each other
F. A country that has enough power to dominate
the entire world, or a vast regional base of it
2.
_____International Interactions
3.
_____Balance of Power
4.
_____Hegemony
5.
_____Isolationism
6.
_____Super-Power
7.
_____Which statement best describes the differences between the international interaction
ages?
A. The methods that the countries used to get what they wanted
B. The rise of weaker nations to dominate the older powers
C. The ability of the people to quickly overthrow their governments and force new leaders
into power
D. The power of the monarchies to keep control of their people and refuse change
8.
_____Which statement would best describe the Classical period of the international
interaction ages?
A. Countries would meet to discuss their problems before going to war
B. Countries would rebel against their leaders and force new governments into power
C. Countries fought each other with the attitude of “Fight first and ask questions later”
D. Two countries dominated the world and forced other nations to join them in fighting each
other
9.
_____Which statement best describes the Transitional period of the international
interaction ages?
A. Countries would meet to discuss their problems before going to war
B. Countries would rebel against their leaders and force new governments into power
C. Countries fought each other with the attitude of “Fight first and ask questions later”
D. Two countries dominated the world and forced other nations to join them in fighting each
other
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10. _____Which statement best describes the Post World War Two period of the international
interaction ages?
A. Countries would meet to discuss their problems before going to war
B. Countries would rebel against their leaders and force new governments into power
C. Countries fought each other with the attitude of “Fight first and ask questions later”
D. Two countries dominated the world and forced other nations to join them in fighting each
other
11. _____Which statement best describes the Contemporary period of the international
interaction ages?
A. Countries would meet to discuss their problems before going to war
B. Countries would rebel against their leaders and force new governments into power
C. Countries fought each other with the attitude of “Fight first and ask questions later”
D. Two countries dominated the world and forced other nations to join them in fighting each
other
12. _____Why are international interactions so important to the world?
A. They allow certain countries to dominate the world
B. They allow all nations to understand one another and communicate about issues
C. They allow people who are not under the control of a country to incite war
D. They allow wars and disputes to begin more easily between countries because of the
lack of communication
13. _____Which of the following is NOT a concern for governments that are in relation to each
other?
A. Protecting their economic power in the world
B. Protecting their political allies and interests in the world
C. Protecting their cultures from being attacked or reduced in any way
D. Eliminating rival countries in the world as quickly as possible
14. _____Why are political problems between countries a problem for the world and the
international system?
A. Countries can compete with one another for power and influence, which reduces the
power and influence of other countries
B. Small problems between countries can be blown out of proportion and involve other
countries, expanding the problem
C. Some countries do not and refuse to assist in the international system
D. People have the opportunity to rise up against their current governments and create new
governments—unbalancing the power of the world
15. _____Which international system was the best for world order and peace over all? Each
system has its own problems that must be dealt with, so choosing the contemporary system
will not automatically get you the grade you need. Think about this and answer in 5-6
sentences. It is your opinion, but you must support your opinion with facts.
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Copyright © Texas Education Agency, 2014. All rights reserved.
International System Quiz Key
1. B
2. E
3. A
4. C
5. D
6. F
7. A
8. C
9. B
10. D
11. A
12. B
13. D
14. B
15. Answers will vary
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Name_______________________________
Date________________
Group Evaluation
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
9
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Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
9
Yes
10
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
9
Yes
10
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
10
Copyright © Texas Education Agency, 2014. All rights reserved.
Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
9
Yes
10
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
9
Yes
10
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
11
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Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
12
Copyright © Texas Education Agency, 2014. All rights reserved.
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
13
Copyright © Texas Education Agency, 2014. All rights reserved.
5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
14
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
16
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Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
17
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