FACDIS SUMMER INSTITUTE
2004
The U.S. and the World: New Times, New Challenges
LESSON PLANS
Dianne Smith
Theme for Instructional Unit: _Foreign Policy: Schools of Thought
RATIONALE:
v Students are encouraged to develop a thorough and insightful grasp of the rudiments of foreign policy by recognizing and analyzing different approaches, while further being able to classify administrative policies of past and present as viewed through this model
v Students are encouraged to evaluate the following through a moral and pragmatic prism: the efficacy of the policy, philosophy, or school of thought under investigation; adherence to the principles of the Constitution and to principles of traditional morality
CLASS FRAMEWORK
v The following mini-unit is designed for a rigorous, upper class Honors 20 th Century U.S. History course which engages higher levels of critical thinking; appropriate for Block Schedule implementation
TIMETABLE:
v The plans in totality are connected in thematic motif and intention, yet each is to be applied as the historical topic in question occurs in the continuum of the curriculum. Thus, each will be implemented as the respective curricular sequence occurs within the academic term
MATERIALS:
v Text: The American Republic
v Special Providence by Walter Russell Mead
v Lecture material from Dr. Jason Parker, WVU Faculty
v Power Point presentations
v World map
v Graphic organizers; chart paper; markers
v Whiteboard
LESSON I
In order to garner the highest degree of intellectual discovery and critical analysis, the following lesson will be taught at the beginning of the term during the following opening unit, America s Rise to World Power, and prior to student exposure to events concerning U.S. foreign policy
TEACHING STRATEGIES:
Time Requirement: 60-75 minutes, minimum
v Anticipatory set: Students will pair with a partner or two and use a graphic organizer to chart their thoughts, findings. The stage will be set for the lesson s objectives by asking foundational questions which student partners will brainstorm and then discuss with the class as a whole:
Ø Is the United States and the world more in a state of flux at this time in history than before? How is the world integrating and how is it fragmenting? Evidence of your conclusions? Finally, in terms of domestic and world affairs, assess and provide modern-day examples of the merits and deficiencies of flux vs. tradition / stability
Ø What is meant by the terms _realism, liberalism, idealism? Describe the practices or features of a government that would follow each school of thought. Is there any common trait that a government might share with each of these philosophies?
v Power Point Presentation Students will take notes and discuss, while viewing a power point presentation that will introduce and / or examine the following:
Ø A graphic depicting the linear continuum of realism vs. liberalism/ idealism
Ø Description of each mode: realism vs. liberalism
Ø Connection to quest for power
Ø Applications of the meeting of the minds: i.e., the two approaches meet
Ø When McDonald s chain is found globally
Ø Jihad vs. McWorld; fragmentation vs. integration; how is the world integrating and fragmenting?
Ø Examination / Analysis of the characteristics and mindset of Mead s Foreign Policy:Schools of Thought:
§ Hamiltonianism
§ Wilsonianism
§ Jeffersonianism
§ Jacksonianism
v Small Group Analysis: After the Power Pt. Presentation, students will return to their groups for brainstorming, discussion in order to discuss the efficacy and applicability of each school of thought:
_What are the merits/deficiencies of each system?
_If asked, how would you rank each one in terms of: adherence to democratic principles, practical effectiveness, adherence to a moral code?
_What U.S. administrations that you are aware of at this point in time would correlate with the respective policy modes?
_Where on the realism vs. liberalism continuum does each of these schools fall?
A recorder will script the group responses on chart paper, creating a graphic organizer. Different markers will be used to illustrate each school of thought; each will be charted according to its location on the continuum.
v Group Report / Discussion: After sufficient time for small group interaction, each group will display and report upon its findings to the entire class. The class will evaluate and discuss each of the group s responses
LESSONS II through V
Each of these lessons will occur at the point of proper historical sequence in the curriculum. As students encounter critical episodes in our history, wherein the United States must craft a definitive foreign policy in response to world events, the class will filter their perceptions of that policy through the realism vs. liberalism continuum and Mead s Foreign Policy Schools of Thought.
TEACHING STRATEGIES:
Framework:
After the teacher has thoroughly presented one of the seminal, historical events (as it naturally occurs in the historical continuum) which necessitated a bold foreign policy initiative, students will repeat the process outlined in the original lesson, involving Small Group Analysis and Reporting.
Student Objectives:
o For the students to analyze which policy construct best
corresponds to the policy initiative under investigation
o For the students to assess the policy in question according to the parameters previously established, as well as in terms of respercussions (historical, political, economic, moral)
Historical Events & Subsequent Policies under Investigation:
q Lesson II: Post World War I thru entry of U.S. in WWII : Treaty of Versailles; U.S. isolationism
q Lesson III: WWII: Interventionism (discussion of America First Committee, additionally)
q Lesson IV: Post WWII thru Vietnam War: Containment / Domino Theory / Massive Retaliation
q Lesson V: Post Cold War thru the Aftermath of 9/11: Policy of Challenge, Aggression, Pre-Emptive and Moralistic Warfare ( discuss applicability_in any degree -- of following motifs: humanitarianism, hubris, Social Darwinism, imperialism, ethnocentrism, fascism, holy war / jihad)