TO GREATDECISIONS · 2011. 8. 23. · Rome Statute (treaty). The ICC tries cases against those...

FOREIGN POLICY ASSOCIATION 2009 EDITION

Special Envoys l Kenya/R2P l Transnational Crime l China l Financial Crisis l Russia and Its Neighbors l Persian Gulf l Peacebuilding

TEACHER’S GUIDETO

GREAT DECISIONS2010 DIGITAL EDITION

1. The special envoy in American foreign policy ............42. Halting atrocities in Kenya ......................................93. Transnational crime:

globalization’s shadowy stepchild .........................154. China looks at the world:

the world looks at China .....................................205. The global financial crisis and its effects .................256. Europe’s ‘far east’: the uncertain frontier .............327. The U.S. and the Persian Gulf ...............................378. Enhancing security through peacebuilding ...........42

FOREIGN POLICY ASSOCIATION n 470 PARK AVE. SOUTH NEW YORK, NY 10016 n (212) 481-8100 n FAX (212) 481-9275 n www.fpa.org

Teacher’s Guide to Great Decisions 2010 n 3

ACKNOWLEDGMENTSThe Great Decisions 2010 teacher’s GuiDe was written by Jim Bolen, Lara Maupin and Joseph Selfridge and edited by Ann Monjo and Ke Wei; layout by Agnieshka Burke.

The Foreign Policy Association gratefully acknowledges The Hurford Foundation’s generous support for the publication of this guide.

In keeping with the goals for global studies instruction that promote civic competence, the lessons in this guide are designed to expand students’ awareness and comprehension of:

n the multiplicity of connections linking American society and the larger world;n the historic context of America’s international linkages; andn the global policy issues and ethical questions confronting American citizens.

The lessons direct students to examine issues from multiple perspectives, not only from a U.S. point of view. They prod students to explore various policy options and the potential implications of each. Students hone skills in sharing information with others, in exchanging ideas and discovering and responding to differing and previously unconsidered perspectives and viewpoints.

Copyright©2010, Foreign Policy Association 470 Park Avenue South, New York, NY 10016-6819

All rights reserved. The materials in this volume may be reproduced for classroom use or other educational pur-poses at the instance and inspiration of the individual teacher or discussion leader. Other than for such use, no part of this volume may be reproduced, stored, or transmitted by any means—mechanical, electronic, or otherwise—without written permission from the publisher.

SOME SECONDARY SCHOOLS THAT USE GREAT DECISIONS EDUCATIONAL MATERIALS

SOME COLLEGES AND UNIVERSITIES THAT USE GREAT DECISIONS EDUCATIONAL MATERIALS

Alvin Community College, TX n Dominican University of California n Haverford College, PA n

Leeward Community College, HI n Madonna University, MI n Marietta College, OH n Marshall University, WV n Middlesex Community College, MA n Old Dominion University, VA n Rhodes College, TN n San Diego State University, CA n Savannah State University, GA n Shoreline Community College, WA n University of Alabama-Huntsville n University of North Carolina-Chapel Hill n University of Tennessee n Vanderbilt University, GA n Whitworth College, WA n

Worcester Polytechnic Institute, MA

Adlai E. Stevenson High School, IL n Blue Valley Northwest High School, KS n Cape Elizabeth High School, ME n Cranford High School, NJ n Cypress Fairbanks ISD, TX n Davis Senior High School, CA n East Stroudsburg High School, PA n Eleanor Roosevelt High School, NY n

Farmingdale High School, NY n Friend’s School, DE n Goffstown High School, NH n Greenhills School, MI n Hatboro-Horsham Senior High School, PA n Hudson Catholic High School, NJ n Hurst Euless Bedford ISD, TX n Jenkinstown High School, PA n Lebanon School District, PA n Lowell Whiteman School, CO n Missoula County Public Schools, MT n Notre Dame Cathedral Latin High School, OH n RHAM High School, CT n Robinswood Middle & High School, WA n St. Anne’s Belfield School, VA n St. Margaret’s High School, VA n The Villages Charter School, FL


1.

KEY TERMS

ambassador-at-large: The highest rank of a minister who is accredited to represent his country internationally, but not assigned to a specific country

credentials: Documents presented by a foreign ambassador and/or minister to the chief of state of the host government that formally states he/she represents and are empowered to speak for his/her government. The host government must accept an ambassador’s credentials before he/she can formally assume the post.

envoy: An individual, usually selected by the President, to undertake responsibility for a specific diplomatic task that would otherwise be carried out by an existing office or offices of the executive branch, generally the State Department. An envoy usually reports directly to the President or the Secretary of State, although her/his roles and responsibilities can vary depending on the mission.

problem-solving: A type of envoy mission, usually distinct from troubleshooting, where an envoy is appointed to negotiate a treaty or selected on a long-term basis to solve a complex diplomatic problem

troubleshooting: A type of envoy mission characterized by a short-term mandate to deal with a specific crisis

Special envoys have long been an option in U.S. foreign policy. However useful, they should not be considered a panacea. by Joseph Selfridge

THE SPECIAL ENVOY IN AMERICAN FOREIGN POLICY


LESSON ONEStudent ObjectivesUpon completion, students will be able to:Identify future envoy opportunitiesGain a better understanding of the role that special envoys play

MaterialsHandout #1-1, “Compare and Contrast: Envoys and Missions”Research facilities (computers or computer lab with internet access)

TimeApproximately 60 minutes

Lesson DevelopmentFor homework, have students read Great Decisions 2010, pp. 5–16. In class, give students Hand-out #1-1 and ask them to complete the worksheet. Students can do this either individually or in groups.

Then, have students research current and likely future regions or issues in the world that could benefit from the appointment of a U.S. special envoy. Students should be prepared to explain why they chose their issue and how it fits within U.S. foreign policy interests.

Next, ask students to select a potential envoy for their chosen issue (e.g., selections could come from State Department rosters, famous individuals, retired officials). Students should be prepared to justify their suggested envoy. Students should also identify the potential downside risks of using a special envoy to address their selected issue, using the completed handout as a guide.

For homework, have students write a paper explaining their chosen issue and envoy within the context of U.S. foreign policy interests.

Additional SuggestionsAssessment option: The instructor can make this a two-session lesson by asking students to give PowerPoint presentations explaining their issue and their envoy selection instead of writing a paper.


LESSON TWOStudent ObjectivesUpon completion, students will be able to:Understand why envoys may be appointed to address specific issuesAcquire more knowledge about specific envoys and their missions

MaterialsHandout #1-2, “Evaluating Current Envoys and their Missions”Research facilities (computers or computer lab with internet access)


Lesson DevelopmentDivide students into four groups. Each group will be assigned to one of the following special envoy missions currently ongoing:

• Afghanistan/Pakistan—Richard Holbrooke• Israel/Palestine—George Mitchell• North Korea—Stephen Bosworth• Sudan (Darfur)—J. Scott GrationIn class, using Great Decisions 2010, pp. 5–16 and through further research, instruct students

to fill out Handout #1-2 in their groups, addressing the following key questions. They should try to reach a general agreement for each question.

• Why was an envoy appointed to address this issue?• What qualifications does the appointed envoy have for dealing with this issue? Were there

other factors involved that may have prompted the President to appoint the envoy?• What has the envoy accomplished so far in his mission?• What failures has the envoy encountered?• What factors may contribute to the envoy’s failure or success in resolving the issue?• What is your overall evaluation of the envoy’s effectiveness?After completion of the handout, each group should present to the class an overview of its

envoy’s progress/failures and an evaluation of the likelihood of the mission’s success.

Additional SuggestionsInstead of having students work in groups during class, the instructor could divide students into groups but instruct them to complete the handout individually for homework. In class, students should get together in groups and compare their responses before reaching an agreement.

Instead of giving a presentation, students could turn in the handout, or turn in one handout representative of the group’s work.

NAME: ____________________________

HANDOUT Teacher’s Guide to Great Decisions 2010 n 7

HANDOUT #1-1Compare and Contrast: Envoys and Missions

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NAME: ____________________________


HANDOUT #1-2Evaluating Current Envoys and their Missions

ENVOY/MISSION _______________________________________________________________

Why was an envoy appointed to address this issue?

What qualifications does the envoy have for dealing with this issue? Were there other factors that could have led to his appointment?

What has the envoy accomplished so far?

What failures has the envoy encountered?

What factors could contribute to his mission’s success or failure?

What is your overall evaluation of the envoy’s effectiveness? His potential for suc-cess or failure in resolving the issue?


2. HALTING ATROCITIES IN KENYA

KEY TERMS

Rapid international intervention kept Kenya from disaster. Was Kenya unique or a model for future action?by Lara Maupin

African Union (AU): An organization of 53 African states established in 2002 as the successor to the Organization of African Unity. The AU encourages political stability and good governance, economic development and peace through cooperation.

crimes against humanity: Offenses to human dignity directed against any civilian population, such as murder, torture and forcible transfer, that are part of a government policy or are widespread practices condoned by government authorities. Crimes against humanity are distinguishable from war crimes in that they apply in times of war and peace.

ethnic cleansing: The mass expulsion or killing of one ethnic group by another, usually with the intent to create ethnic homogeneity within an area

genocide: The deliberate and systematic destruction of an ethnic, religious or political group of people

internally displaced persons (IDPs): People who are forced to flee their homes—usually as a result of violent conflict—but remain within their country’s borders

International Criminal Court (ICC): A permanent, independent, international criminal court based in The Hague, established in 2002 by the Rome Statute (treaty). The ICC tries cases against those accused of perpetrating the most serious crimes, such as war crimes. As of July 2009, 110 countries are parties to the Rome Statute, but the U.S., China and Russia have not signed the treaty.

noninterference: The policy of not intervening in another state’s internal or political affairs

Responsibility to Protect (R2P): A doctrine of international relations that holds that a state has the responsibility to protect its citizens and if it cannot or does not then others in the international community may intervene

war crimes: Crimes committed during wartime that violate international agreements, such as the Geneva Conventions, or constitute crimes against humanity


LESSON ONEStudent ObjectivesUpon completion, students will be able to:Identify recent humanitarian crises in Africa, as well as their causes and outcomesCompare and contrast the success of diplomatic efforts to halt violence in Kenya with recent failures to do so in other African nations

MaterialsHandout #2-1, “Humanitarian Crises in Africa”Computers with internet access to Web sites such as:Dialogue Kenya (www.dialoguekenya.org)Human Rights Watch (www.hrw.org)International Coalition for the Responsibility to Protect (www.responsibilitytoprotect.org)International Commission on Intervention and State Sovereignty (www.iciss.ca) Save Darfur Coalition (www.savedarfur.org)United Nations (www.un.org)


Lesson DevelopmentReview what students know about recent humanitarian crises in Africa as well as the internation-al doctrine, “Responsibility to Protect (R2P).” Ask students when they think it is appropriate for the U.S., the United Nations, prominent individuals or nongovernmental organizations (NGOs) to intervene in a humanitarian crisis in a foreign country.

Divide students into five equal groups (if possible). Tell each group it is to become “expert” on the recent crisis in one of the following African nations: Democratic Republic of Congo, Sudan (Darfur), Kenya, Rwanda or Zimbabwe. Assign each group to one of these crises and explain that they will share their expertise with their classmates. Provide students with Handout #2-1 and have them work in their groups to research their assigned crisis using computers and the Great Decisions 2010 article (pp. 17–30). Students should work together to complete their group’s sec-tion of the chart on the handout.

Once all students have completed their research and filled in their section of the handout, put them into new groups with at least one “expert” on each conflict. As students share their exper-tise, their classmates should fill in the rest of the chart. Once the charts are complete, students should compare and contrast Kenya with the other crises, as directed at the bottom of the hand-out.

Have students reflect and make generalizations about the causes and outcomes of the African humanitarian crises. Consider the following questions.

What have been common causes of, or contributing factors to, conflict and violence in Africa in recent years?

How important are speed and early action in halting violence? Why?When are R2P or diplomatic efforts most likely to succeed? How effective are sanctions?

Military intervention? Mediation? Statements by the U.S. or UN?What are the most important elements of success when it comes to halting violence?

Additional SuggestionsDepending on the number of students in the class, some groups may have more than one expert on a given crisis or some groups may need to borrow experts from other groups in order to hear


about all the crises. Alternatively, expert groups can report orally to the entire class.Assessment option: Ask all students to turn in their handouts or ask one student per group to turn in a handout representative of the group’s work.Connect this activity to service learning by having students learn more about the crisis in Darfur or another current humanitarian crisis. Students can initiate and implement service projects to help increase awareness in their own community and/or alleviate suffering.

LESSON TWOStudent ObjectivesUpon completion, students will be able to:Identify the conditions that must be present in order for the international community to justify intervention in a conflict or crisis occurring in a sovereign stateIdentify what elements helped contribute to the successful conflict mediation and application of the Responsibility to Protect (R2P) doctrine in Kenya in 2008 Analyze whether or not R2P might be successfully applied to other conflicts or humanitarian crises

MaterialsHandout #2-2, “Application of the Responsibility to Protect”Computers with internet access to Web sites such as:Human Rights Watch (www.hrw.org)International Coalition for the Responsibility to Protect (www.responsibilitytoprotect.org)International Commission on Intervention and State Sovereignty (www.iciss.ca) International Crisis Group (www.crisisgroup.org)United Nations (www.un.org)


Lesson DevelopmentGive students Handout #2-2. Review with students what they know about the conditions that must exist in a country in order for the international community to intervene and invoke the R2P doctrine. Have students fill in the answer to question #1 on the handout. R2P is relevant when a country will not or is not able to protect its population against genocide, war crimes, ethnic cleansing or crimes against humanity.

Refer to the Great Decisions 2010 article (pp. 17–30) and discuss why the application of R2P was successful in Kenya in 2008. List the elements of this success under question #2 on the handout. R2P succeeded in Kenya due to rapid response by regional partners and international actors that worked in unison; international pressures; a peacemaking agenda that included ending violence as a priority; supportive regional partners; the presence of a middle class and civil society that wanted peace and stability; as well as the significance of Kenya to U.S. foreign policy goals, especially in Africa.

Next, have students select a nation currently experiencing violent conflict or its aftermath to research, such as Afghanistan, Democratic Republic of Congo, Guinea, Myanmar/Burma, Sri Lanka, Sudan or Zimbabwe. Provide students with computer access and ask them to complete the rest of the handout.

Share and discuss student findings. Are there any conflicts where students feel the internation-al community should invoke R2P? In what new or additional ways should international parties


intervene? Are any such efforts likely to succeed? Why or why not? In what ways are R2P or the foreign policy tools of peacebuilding institutions limited?

Additional SuggestionsStudents may work individually, in pairs or in small groups on the research and completion of the handout.

Extend this activity by having students do additional research on the crises they selected and suggest possible solutions or international interventions. Students may also share their findings through written or oral reports, poster displays, school newspaper articles, debates, blogs or Web pages.

NAME: ____________________________


HANDOUT #2-1Humanitarian Crises in Africa

DR of Congo Darfur, Sudan Kenya Rwanda ZimbabweParties involved in crisis (leaders, political parties, ethnic /tribal groups)

Causes and description of conflict

Results of conflict

International responses and attempts to intervene

Barriers or aids to peace (causes of success or failure of interventions)

Compare and contrast the Kenyan crisis with those in the other African nations.

NAME: ____________________________


HANDOUT #2-2Application of the Responsibility to Protect (R2P)

COUNTRY IN CRISIS: ____________________________________________________

1. What conditions must exist in a country in order for the international community to invoke R2P?

2. Why was the application of R2P successful in Kenya in 2008? List the elements of this success.

3. Has the situation in the country you selected deteriorated into mass atrocities? Is it likely to? Could it be a case where the international community may justifiably apply R2P? Explain.

4. Compare and contrast the situation in Kenya with the crisis you have chosen.

Kenya Selected NationRoot causes of conflict

Immediate causes of conflict

Extent of mass atrocities and length of conflictPresence of middle class, civil society, level of developmentRole of internal leaders in conflict or mediationRegional partners and involve-ment of border nationsInternational involvement, pressures and efforts

5. Analyze the likelihood of a successful application of R2P in the case you selected. Bearing in mind both the example of Kenya and the realities of the crisis you researched, what would you recommend the international community do to end conflict and build peace there?


3.

KEY TERMS

Criminal trafficking in drugs, arms, forced labor and counterfeit products pervades—and, some fear, could undermine—our globalized, cyberlinked economy.by Jim Bolen

“coyotes”/“snakeheads”: Terms for human traffickers who help smuggle illegal immigrants across U.S. borders, usually for a substantial fee. “Coyotes” typically refers to those of Latin American heritage, while “snakeheads” refers to various Chinese gangs. Of late, many would-be immigrants have been duped by traffickers and have been held for ransom instead of being smuggled to their desired destination countries.

International Organized Crime Intelligence and Operations Center (IOC-2): Established by the U.S. Department of Justice in 2009, this institution has the task of marshalling the resources of all nine U.S. law enforcement agencies for the express purpose of combating transnational organized crime. Special emphasis is given to tracking financial data as the majority of TOC is profit driven.

kleptocracy: A nation where the ruling government seeks to profit from illegal activities, such as stealing, counterfeiting, etc. Modern-day examples include nations such as North Korea, which is widely suspected of counterfeiting U.S. dollars, and Somalia, where the legitimate government has been overrun by dueling warlords.

narcostate: A governmental region, ranging from a local government to an entire nation, where the main source of income for its residents is derived from the illicit worldwide narcotics trade. Typically these areas are punctuated by limited police activity and corrupt government officials.

Palermo Protocols: The name for the two protocols that are part of the United Nations Convention Against Transnational Organized Crime: the Protocol to Prevent, Suppress and Punish Trafficking in Persons and the Protocol against the Smuggling of Migrants by Land, Sea and Air. These legally binding agreements, adopted by the UN in 2000, set out to protect global citizens, especially women and children, from human trafficking. Notably, these protocols are the first time countries have agreed to a common definition for human trafficking and the smuggling of migrants, helping countries create a framework to police and sanction traffickers.

transnational organized crime (TOC): Groups of coordinated individuals whose primary objective is to profit from illegal activities, often by systematically gaining control of global production and/or distribution routes.

TRANSNATIONAL CRIME: GLOBALIZATION’S SHADOWY STEPCHILD


LESSON ONEStudent ObjectivesUpon completion of this lesson, students will be able to:Identify examples of transnational organized crimeUnderstand the development and breadth of transnational organized crimeDraw connections to their own life regarding pirated materials

MaterialsGreat Decisions 2010, pp. 31–42Handout #3-1, “Categories of Transnational Organized Crime”World mapStickable note sheets


Lesson DevelopmentAs motivation, begin by asking students how and from where they download music and videos. Do they pay a price per song, or a monthly subscription fee to a particular Web site? Do they download content without paying? If yes, do students understand that this is illegal?

Explain how pirated music/video affects economies and societies negatively (e.g., by increas-ing the overall cost for consumers because the original producer of the materials has to make up for profits lost to piracy). Transition the discussion to tangible materials that come from illegal activities, such as pirated DVDs, knockoff handbags purchased on city streets or using illegal immigrant laborers. Tailor the discussion to relevant examples in your local area and see if stu-dents can identify specific costs of using illegally derived materials.

Transition the conversation by placing the above examples in the larger context of transna-tional organized crime (TOC). Define TOC and provide some historical perspective on global-ization and the growth of TOC.

Using the graphic organizer in Handout #3-1 and Great Decisions 2010, pp. 31–41, work with students to generate specific examples of TOC that fit within the particular categories of piracy, drug trade, cybercrime, weapons trade and human trafficking, and also highlight the criminal groups that may be responsible for these actions. Students can be divided into groups or pairs to look for examples. A sample response could be drug trade by Colombian drug cartels or illegal weapons trading by Balkan organized crime.

After students complete the chart, have each group use sticky (Post-it) notes to locate and place on a common world map where these organized crime groups are centrally located.

Close the lesson by illustrating to the students how vast and numerous the examples of TOC are around the world. On almost every continent and in almost every region, some form of orga-nized crime activity is occurring.

Additional Suggestions1. Continue with follow-up lessons about how to attack the problem. Have students serve as members of the International Organized Crime Intelligence and Operations Center and make recommendations to U.S. Attorney General Eric Holder.2. Persuasive essay question: Can transnational organized crime be brought under control? If so, how, if not, why? Provide evidence and suggestions to support your thesis.


LESSON TWOStudent ObjectivesUpon completion of this lesson, students will be able to:Analyze the extent of human trafficking in the world todayCompare historical versions of slavery to today’s modern examplesEvaluate how well antihuman trafficking programs are working

MaterialsGreat Decisions 2010, pp. 31–42Handout #3-2, “Human Trafficking Solutions”Video capabilitiesComputers or computer lab with internet access to Web sites such as:Academy for Educational Development, human trafficking project (www.humantrafficking.org)iAbolish (www.iabolish.org)PBS Wide Angle (www.pbs.org/wnet/wideangle/episodes/dying-to-leave/video-full-episode/1126/)U.S. Department of Health and Human Services, human trafficking resources (www.acf.hhs.gov/trafficking/)

TimeFour class periods, approximately 45 minutes each

Lesson DevelopmentBegin with a discussion about one of the largest issues in transnational organized crime—human trafficking. Highlight for students the estimated 800,000 people that are trafficked around the globe each year. In the U.S. alone, 14,000–17,000 trafficked persons are brought in annually. Have students visit www.iabolish.org, which is an American antislavery group that publishes ma-terials about slavery. Students can also be given their fact sheet (www.iabolish.org/slavery_today/primer/fact_sheet.pdf), which provides some quick facts about human trafficking to pique students’ attention.

To illustrate the extent of this problem, have the class view the PBS Wide Angle episode on human trafficking entitled “Dying to Leave.” (www.pbs.org/wnet/wideangle/episodes/dying-to-leave/video-full-episode/1126/). This video segment is approximately one hour long, however it is divided into eight segments, none more than 10 minutes in length. Additionally, this video covers many of the countries discussed in Great Decisions 2010, pp. 31–42, including China, Colombia, Mexico and Moldova.

A subsequent class session can be used to finish the above film and begin a discussion of the programs available to help those who are trafficked and brought into slavery. What programs were highlighted in the film? Can such programs be successful?

Utilizing Handout #3-2, in groups of four to five, instruct students to research various anti-trafficking programs, compare their merits and evaluate their overall effectiveness. Some useful Web sites include: www.acf.hhs.gov/trafficking/ and www.humantrafficking.org/.Conclude by having students present their opinions on the effectiveness of the programs they have researched. If time allows, students should research at least four possible solutions.

Additional SuggestionsContact iAbolish about their speakers bureau (www.iabolish.org/speakers_bureau/). Former slaves may be able to come to your school to give a presentation about their experiences.

Help students become personally active by forming an antitrafficking/antislavery club to raise awareness of the issues. For example, a student group could join efforts with Amnesty Interna-tional.

NAME: ____________________________


Piracy Examples:

Groups responsible:

Drug trade Examples:

Groups responsible:

Cybercrime Examples:

Groups responsible:

Weapons trade Examples:

Groups responsible:

Human trafficking Examples:

Groups responsible:

HANDOUT #3-1Categories of Transnational Organized Crime

NAME: ____________________________


HANDOUT #3-2Human Trafficking Solutions

Organization: _____________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________

Goals:

___________________________________________________________________________________

___________________________________________________________________________

Methods: _________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Potential for success: _____________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Potential problems: _______________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Organization: _____________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________

Goals:

___________________________________________________________________________________

___________________________________________________________________________

Methods: _________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Potential for success: _____________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Potential problems: _______________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________


4.

KEY TERMS

What are China’s security concerns and goals, and how do its perceptions affect its neighbors, the U.S. and the world?by Lara Maupin

Chinese Communist party (CCP): Founded in 1921, the CCP defeated the Kuomintang (Chinese Nationalist party) in the Chinese civil war and then founded the People’s Republic of China (PRC) in 1949. Although the ideology behind the CCP is Marxist-Leninist in origin, its current overarching interest is staying in power. The CCP rules China through its members, who control and direct all important government positions and institutions.

climate change: Long-term changes in weather patterns, especially those caused by global warming due to elevated levels of greenhouse gases

deterrence: A strategy to prevent another nation’s aggressive action by using the threat of a devastating retaliatory response

globalization: The process through which the world’s people and ideas are being unified into a single, global society with a global economy as a result of economic, technological, sociocultural and political factors

Han: The largest ethnic group in China, constituting about 91.5% of the total population

marketization: The process of entering into a free-market economy or enabling state-owned enterprises to operate like market-oriented companies through strategies such as restructuring, decentralization and privatization

Mao Zedong: Leader of the Chinese Communist party (CCP) and founder of the People’s Republic of China (PRC), Mao led China from 1949 until his death in 1976.

nonproliferation: The policy or practice of ending or limiting the spread of nuclear weapons

protectionism: National policies designed to protect domestic industries from foreign competition, such as imposing tariffs or quotas on imports

CHINA LOOKS AT THE WORLD: THE WORLD LOOKS AT CHINA


LESSON ONEStudent ObjectivesUpon completion, students will be able to:Identify key elements of current U.S. foreign policy toward ChinaUnderstand the purpose of presidential visits to foreign nations

MaterialsHandout #4-1, “Remarks by President Barack Obama in Shanghai, China”Computers with internet access to Web sites such as:The White House (www.whitehouse.gov)

TimeApproximately 40–50 minutes

Lesson DevelopmentReview with students what they know about current U.S. relations with China and President Obama’s November 2009 trip to Asia.

Ask students to read the excerpt from President Obama’s recent town hall meeting with Chi-nese students in Shanghai (Handout #4-1).

Have students meet in pairs or small groups to analyze the overall signal of the President’s remarks as well as what they think the President was attempting to convey in terms of the fol-lowing key issues in U.S.-China relations. Trade Climate change Security Human rights Rise of China

Ask students to report on their discussions. What questions do they have? What surprised them about the President’s speech? What do they think of the direction of the President’s re-marks? How do they think his remarks were received by the Chinese students?

Assessment: Ask students to imagine they are political bloggers who follow U.S. foreign policy. Have them write “blog entries” in response to the President’s visit to Shanghai. If pos-sible, have students post their entries and respond to one another.

Additional SuggestionsStudents may read the entire transcript of the President’s remarks and the town hall meeting (www.whitehouse.gov/the-press-office/remarks-president-barack-obama-town-hall-meeting-with-future-chinese-leaders) or view all or part of a 58-minute video of the meeting (www.whitehouse.gov/photos-and-video/video/china-town-hall).

As an alternative to blog entries, students can write letters to their local paper or to their elected officials about the direction they feel U.S. foreign policy toward China should take.


LESSON TWO

Student ObjectivesUpon completion, students will be able to:Explain key elements in the peaceful rise of China over the last three decadesUnderstand the impact and scope of China’s ongoing shift to a market economy

MaterialsHandout #4-2, “China Then and Now”Computers with internet access to Web sites such as: CIA World Factbook (www.cia.gov/library/publications/the-world-factbook/geos/ch.html)U.S. Department of State Background Notes (www.state.gov/r/pa/ei/bgn/18902.htm)


Lesson DevelopmentReview with students what they know about the “rise of China” since the death of Mao Zedong in 1976. How has China’s role in the world economy changed? How have relations between China and other world powers such as the U.S. changed? Why? How has China’s economic and governmental structure changed? How has the standard of living of the Chinese people changed?

Explain to students that they will now look more closely at these changes. Using Great De-cisions 2010, pp. 43–54 and internet resources, instruct students to complete Handout #4-2 in small groups.

Discuss student work. Questions to ask students include:•Why is the recent “rise of China” considered so remarkable?•What should be America’s overall response to China’s peaceful rise? Why?•What should the U.S. position be with regard to specific controversial issues such as Tibet,

Taiwan, political reform, climate change and arms control?•Can China continue to transform in ways that include rapid marketization, globalization and

urbanization without democratization or political reforms? As homework, have students respond to the following statement:“Communist” China is “capitalist” America’s banker, holding in excess of $1 trillion U.S.

dollar-denominated debt, making China the largest foreign holder of U.S. securities in the world. (Great Decisions 2010, p. 51.)

Students should analyze the impact of this fact on current and future Sino-American relations. What does it mean to say that the U.S. and China are “mutual financial hostages”? (Great Deci-sions 2010, p. 44.)

Additional SuggestionsStudents may use Handout #4-1 or the entire text of President Obama’s remarks in Shanghai as an additional resource for this assignment.

Students may work individually or in pairs on the handout instead of in groups. Assessment option: Ask all students to turn in their handouts or ask one student per group to

turn in a handout representative of the group’s work.Consider extending this lesson by having students research one of the following issues in

U.S.-China relations and present their findings and opinions orally or in writing: Tibet, Tai-wan, arms control, global warming and environmental challenges, and civil liberties and human rights. Alternatively, assign students to examine these issues from either Chinese or U.S. per-spectives and hold debates on each issue.

NAME: ____________________________


HANDOUT #4-1 Remarks by President Barack Obama in Shanghai, China

EXCERPT from Town Hall Meeting with Future Chinese Leaders (source: www.whitehouse.gov)Museum of Science and Technology, Shanghai, China, No-vember 16, 2009.

Good afternoon. It is a great honor for me to be here in Shanghai, and to have this opportunity to speak with all of you. This is my first time traveling to China, and I’m excited to see this majestic country. Here, in Shanghai, we see the growth that has caught the attention of the world -- the soaring skyscrapers, the bustling streets and entre-preneurial activity. Truly, this is a nation that encompasses both a rich history and a belief in the promise of the future. The same can be said of the relationship between our two countries. Shanghai, of course, is a city that has great meaning in the history of the relationship between the United States and China. It was here, 37 years ago, that the Shanghai Communique opened the door to a new chapter of engagement between our governments and among our people. And in three decades, just look at how far we have come.

In 1979, trade between the United States and China stood at roughly $5 billion -- today it tops over $400 bil-lion each year. The commerce affects our people’s lives in so many ways. America imports from China many of the computer parts we use, the clothes we wear; and we ex-port to China machinery that helps power your industry. This trade could create even more jobs on both sides of the Pacific, while allowing our people to enjoy a better quality of life. And as demand becomes more balanced, it can lead to even broader prosperity. In 1979, the political cooperation between the United States and China was rooted largely in our shared ri-valry with the Soviet Union. Today, we have a positive, constructive and comprehensive relationship that opens the door to partnership on the key global issues of our time -- economic recovery and the development of clean energy; stopping the spread of nuclear weapons and the scourge of climate change; the promotion of peace and security in Asia and around the globe. All of these issues will be on the agenda tomorrow when I meet with Presi-dent Hu.

It is no coincidence that the relationship between our countries has accompanied a period of positive change. China has lifted hundreds of millions of people out of poverty -- an accomplishment unparalleled in human his-tory -- while playing a larger role in global events. And the United States has seen our economy grow along with the standard of living enjoyed by our people, while bringing the Cold War to a successful conclusion.

There is a Chinese proverb: “Consider the past, and you

shall know the future.” Surely, we have known setbacks and challenges over the last 30 years. Our relationship has not been without disagreement and difficulty. But the notion that we must be adversaries is not predestined -- not when we consider the past. Indeed, because of our cooperation, both the United States and China are more prosperous and more secure. We have seen what is possible when we build upon our mutual interests, and engage on the basis of mutual respect.

I believe that each country must chart its own course. China is an ancient nation, with a deeply rooted culture. The United States, by comparison, is a young nation, whose culture is determined by the many different immi-grants who have come to our shores, and by the founding documents that guide our democracy. Those documents put forward a simple vision of human affairs, and they en-shrine several core principles -- that all men and women are created equal, and possess certain fundamental rights; that government should reflect the will of the people and respond to their wishes; that commerce should be open, information freely accessible; and that laws, and not sim-ply men, should guarantee the administration of justice.

And that is why America will always speak out for these core principles around the world. We do not seek to im-pose any system of government on any other nation, but we also don’t believe that the principles that we stand for are unique to our nation. These freedoms of expression and worship -- of access to information and political par-ticipation -- we believe are universal rights. They should be available to all people, including ethnic and religious minorities -- whether they are in the United States, Chi-na, or any nation. Indeed, it is that respect for universal rights that guides America’s openness to other countries; our respect for different cultures; our commitment to international law; and our faith in the future.

I’ve said many times that I believe that our world is now fundamentally interconnected. The jobs we do, the pros-perity we build, the environment we protect, the secu-rity that we seek -- all of these things are shared. And given that interconnection, power in the 21st century is no longer a zero-sum game; one country’s success need not come at the expense of another. And that is why the United States insists we do not seek to contain China’s rise. On the contrary, we welcome China as a strong and prosperous and successful member of the community of nations -- a China that draws on the rights, strengths, and creativity of individual Chinese like you.

To return to the proverb -- consider the past. We know that more is to be gained when great powers cooperate than when they collide. That is a lesson that human be-ings have learned time and again, and that is the example of the history between our nations.

NAME: ____________________________


HANDOUT #4-2China Then and Now

30 years ago TodayInternational outlook

International relations

International trade

Economic system/Economic growth

National security

Military/nuclear force

Environmental challenges

Demographics/population


5.

KEY TERMS

As financial markets, governments and institutions continue to react to the fallout from the Great Recession, what might the future hold?by Joseph Selfridge

credit default swaps: A contract between two parties in which one party purchases insurance from another against a credit default of a third party

current account: One of the key measurements of a nation’s foreign trade, it is the sum of the balance of trade (exports minus imports of goods and services), net factor income from abroad (e.g., interests and dividends) and net transfer payments (e.g., foreign aid). When a country imports more than it exports, it generally results in a current account deficit (or surplus, in the opposite case).

derivatives: A financial instrument whose value is derived from the value of the underlying asset, index (for stocks) or rate (for currency exchanges). Trading in derivatives is usually based upon determining what the value of the underlying asset will be over a set period of time (e.g., a derivatives contract betting that oil prices will rise over a certain period).

efficient markets hypothesis: A still controversial theory, it asserts that financial markets are “informationally efficient,” or that prices on traded assets (e.g., stocks, bonds or property) already reflect all known information, and instantly change to reflect new information. Accordingly, it is impossible to consistently outperform the market by using any information the market already knows, except through luck.

housing bubble: A type of economic bubble that occurs periodically in local or global real estate markets. It is characterized by rapid increases in valuations of real property such as housing until asset values reach unsustainable levels relative to real income and other economic indicators. However, bubbles are usually recognizable only after a crash occurs due to the sudden drop in asset values.

monetary policy: Actions undertaken usually by a central bank to achieve a country’s economic goals through changes in money supply and interest rates

GLOBAL FINANCIAL CRISIS AND ITS EFFECTS


LESSON ONEStudent ObjectivesUpon completion of this lesson, students will be able to:Identify the causes and immediate effects of the global financial crisisObtain a greater understanding of the respective roles of the banking industry, government of-ficials, financial firms and consumers, and their relationship to the financial crisis

MaterialsHandout #5-1, “Causes and Effects of the Financial Crisis”Research facilities (computers or computer lab with internet access)

TimeThree class periods, approximately 45 minutes each

Lesson DevelopmentSession 1 Have the students read Great Decisions 2010, pp. 55–66 for homework. Students can either com-plete Handout #5-1 as part of the homework assignment, or in class individually or in groups.

Divide students into groups (if not done prior) and instruct them to review their answers to the handout and reach consensus on their responses.

Then, divide the students into two groups as follows: Group A will consist of those taking on the role of the following four interest groups: the banking industry, government officials, financial investment firms and consumers. Students in Group B will serve as members of a U.S. Senate and House of Representatives joint inquiry panel investigating the causes and effects of the financial crisis.

Have students create characters to play individually within their group to prepare for a House and Senate inquiry panel. Either in class or for homework, students from Group A should do further research as to what role their interest group may have played leading up to the crisis. Students from Group B should prepare questions to ask each interest group.

Session 21. Have the students conduct an investigation into the role that each interest group played lead-ing up to the bailout of various firms in September 2009. Students from Group A should serve as witnesses who must testify by giving a brief explanation of the role of their interest group and then face questioning by Group B, the members of the House and Senate panel.

Session 3Option 1: Based upon the testimonies and presentation of each interest group, have each student write an essay assigning major responsibility for the crisis. Students should rank the interest groups from one to four, with one being assigned to the group they feel is most responsible.Option 2: Have the members of Group B openly deliberate and vote, ranking the responsibility of each interest group in causing the financial crisis.

Additional suggestions:1. As an alternative, have the interest groups debate among themselves with regard to their re-spective roles and responsibilities before using either option 1 or option 2 for session 3.


LESSON TWOStudent ObjectivesUpon completion, students will be able to:Recognize the different priorities and interests of other countries with regard to coordinating economic policyIdentify the types of policies that could prevent future economic crises from occurring

MaterialsHandout #5-2A, “Background: Global Impact of the Financial Crisis”Handout #5-2B, “G-20 Forum: Preventing Future Financial Crises”Research facilities (computers or computer lab with internet access)WhiteboardMarkers

TimeTwo sessions, approximately 45 minutes each

Lesson DevelopmentSession 11. For homework, have students read Great Decisions 2010, pp. 55–66 and fill out Handout #5-2A.2. Divide approximately two thirds of the class into five groups, assigning them to represent the following countries within the G-20: Brazil, China, the European Union, Saudi Arabia and the U.S. The remainder of the students should each choose one of the remaining countries in the G-20 to represent. 3. Students should spend the rest of the class period and the time allotted for homework research-ing how their respective countries have been affected by the financial crisis and what policies each country would support as part of a global G-20 agenda focused on global economic coor-dination and the prevention of future financial crises. Students should use Handout #5-2B as a framework for this assignment and the next session’s forum.

Session 21. Have each group representing Brazil, China, the EU, Saudi Arabia and the U.S. select one person to briefly explain how that country was affected by the financial crisis and present the country’s recommendations to the entire G-20 forum. Using what they have learned through their research, students representing the remainder of the G-20 members should question the five group representatives and debate the policy recommendations of each group, keeping in mind the interests of their selected country. Members of the five groups may also question and debate each other.2. During the discussion, the instructor should write down and list each policy proposal (after any alterations or concessions) on the whiteboard, in preparation for voting at the end of the period. 3. After debate and discussion, the entire forum should select the top five policy proposals to be acted on and then proceed to take a vote. How many of the proposals were approved? Rejected? (For a higher threshold, a proposal could require a two-thirds majority to pass instead of a simple majority.) 4. At the end of class, have students turn in their handouts for assessment.


Additional Suggestions1. Assessment option: Instead of turning in the handout, ask students to write an essay explain-ing how the agreed-upon policy proposals would affect their assigned country. If no agreement was reached, ask students to argue why their country’s proposals would be the best strategy to prevent future financial crises.

2. Instead of having the other members of the G-20 forum question and debate the suggestions of the five groups (Brazil, China, EU, Saudi Arabia, U.S.), if time allows, or if the instructor wishes to extend this lesson, students could be divided into 10 total groups, each representing a country in the G-20. Then, each group could present its own policy recommendations.

NAME: ____________________________


HANDOUT #5-1Causes and Effects of the Financial Crisis

Directions: Answer these essential questions individually or in groups.

What leading factors caused the international financial crisis?

1.

2.

3.

4.

What are three outcomes that occurred as a result of the crisis?

1.

2.

3.

NAME: ____________________________


HANDOUT #5-2ABackground: Global Impact of the Financial Crisis

Directions: Answer the following essential questions either individually or in groups.

What are the three possible future courses of the economic recovery?

1. The “U” economy

2. The “L” economy

3. The “W” economy

What are the effects of the crisis on the distribution of world economic power?What is or will be the role of governments in future international economic developments in light of the crisis?

NAME: ____________________________


COUNTRY _______________________________________________________________________

How has the financial crisis affected your country?

What global policies would you propose to enhance coordination and prevent future crises?

Are your proposals similar to those of any other country?

Proposals agreed upon at the G-20 forum

Notes ____________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

HANDOUT #5-2BThe G-20 Forum: Preventing Future Financial Crises


6.

KEY TERMS

The expansion of NATO and Western influence deep into Eastern Europe has provoked a sharp backlash in Russia. Should the U.S. challenge Russia’s interests in its ‘near abroad,’ or back off?by Jim Bolen

irredentism: The concept of uniting ethnically analogous regions or countries, often based on perceptions of an historical homeland. Most notably, this idea was used by Hitler to justify his expansion into Czechoslovakia prior to World War II to incorporate ethnic Germans with the German homeland.

“near abroad”: Countries surrounding Russia that many of its leaders consider a part of their sphere of influence, including the former republics of the Soviet Union: Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Tajikistan, Turkmenistan, Ukraine and Uzbekistan. This term can also include the former Warsaw Pact members.

NATO expansion: Founded in 1949 as a collective defense body to counter the Soviet Union military threat, the North Atlantic Treaty Organization (NATO) has since expanded six times, moving from an original 12 states to a total today of 28 members. The last two to join, Albania and Croatia, were formally welcomed in April 2009. With the addition of Albania, NATO boasts all former members of the Warsaw Pact except Russia.

Orange Revolution: The mainly peaceful, pro-Western uprising in Ukraine following the disputed 2004 presidential elections, in protest of election fraud and to show support for democratic principles; it helped bring to power the pro-Western government led by President Viktor Yushchenko in January 2005.

Viktor Yushchenko: The opposition candidate in the disputed 2004 presidential elections who became president of Ukraine in 2005 following the Orange Revolution. During the election, it was widely assumed that he was being secretly poisoned by Russian operatives as a pro-West Ukraine could hurt Russian interests in the region. He is deemed to be coming to the end of his political career.

Warsaw Pact: Military alliance that was formed by the Soviet Union in 1955 in response to West Germany’s integration into NATO. The treaty allowed for the placement of Soviet military units in member states. Before it was disbanded in 1991 with the dissolution of the Soviet Union, its members were Albania (until 1986), Bulgaria, Czechoslovakia, East Germany (until 1990) Hungary, Poland, Romania and the Soviet Union.

EUROPE’S ‘FAR EAST’: THE UNCERTAIN FRONTIER


LESSON ONEStudent ObjectivesUpon completion of this lesson, students will be able to:Understand the basis for Russia’s economic worriesDraw connections between economics, domestic stability and foreign policyEvaluate the extent of NATO’s presence in Eastern Europe and its impact on Russia

MaterialsHandout #6-1, “Europe and Russia’s near abroad”WhiteboardMarkersBlue pensSmartBoard with computer and internet access to Web sites such as:CNBC, “The Russian Gamble” (www.cnbc.com/id/28176435/)


Lesson DevelopmentPrior to class, have students read Great Decisions 2010, pp. 67–77. (If time or the length of the assignment is an issue, have students read pp. 67–72.)

Begin a discussion about countries whose economies are tied to energy exports. Some ex-amples could be Kuwait, Venezuela, Qatar and Angola. Explain how wealth from oil revenues can help maintain at least short-term political stability. Transition to how rising energy prices and Russia’s subsequent economic growth have helped stabilize the country since the disastrous decade of the 1990s. However, what happens if the money stops coming in? Guide students through the potential negative consequences of being too dependent on one source of exports.

Transition to the slide show from CNBC that was coupled with their program “The Russian Gamble” (www.cnbc.com/id/28176435/) to illustrate for students how a declining economy can bring political and social instability.

Ask students what they know about how Russia is responding to its declining economy. How are Russia’s leaders trying to keep the country together? What messages are they sending about national unity and nationalism? Students should be able to make the connection between Rus-sia’s rising fear of Western encroachment and Moscow’s plans to be more involved with the near abroad.

Using Handout #6-1, have students label the countries that were once part of the Soviet Union and those that were former Warsaw Pact members. Who, if anyone, should have influence over these countries?

Have students then mark with blue pens the NATO countries on the map. What conclusions can they draw from the addition of this information? Is NATO getting too close to Russia? What is the state of the Russia-NATO relationship? Would this make Russians feel comfortable?

Conclude with questioning why at this time Russia is attempting to strengthen its foreign policy in its near abroad.

Additional SuggestionsWhat should the U.S. policy be toward Russia? In a four to five page paper, have students evalu-ate three options: (1) push for wider NATO expansion; (2) pull back and allow Russia to have its sphere of influence; or (3) leave the situation as it is, allowing for a natural progression of the U.S.-Russia relationship.


LESSON TWOStudent ObjectivesUpon completion of this lesson, students will be able to:Evaluate the status of the Russian-Ukrainian relationshipDetermine viable foreign policy solutions for each sideAnalyze the potential for a mutually positive coexistence between both countries

MaterialsResearch facilities (computers or computer lab with internet access)Handout #6-2, “Russia-Ukraine Summit”WhiteboardMarkers

TimeThree class periods, approximately 45 minutes each

Lesson DevelopmentThe goal for this lesson is to arrange a simulated summit meeting between Russian and Ukrai-nian leaders to discuss the issues the two countries face.

Students will be divided into two main groups representing either Russia or Ukraine. From there, subdivide the groups to research particular issues of importance including: (1) oil and nat-ural gas; (2) access to the Crimean peninsula; (3) representation for ethnic Russians in Ukraine; and (4) relations with the Western world.

The eight subgroups will research their topic from the perspective of their country. Each sub-group will select its own spokesperson to attend the summit.

Students should spend the first two class sessions researching their topic and preparing to present their arguments.

In the third session, eight students will sit on the panel for the “Russia-Ukraine Summit” and present their ideas and positions for each issue. The moderator (the teacher or a selected student) will attempt to help the sides come to an agreement on the four main issues. The goal will be to devise foreign policy solutions that are viable for both Russia and Ukraine.

Toward the end of the third session, have the students, in the audience and on the panel, begin to evaluate the effectiveness of the solutions proposed. Utilize Handout #6-2 to organize this activity.

Lead a discussion among the students on how well they think the agreed upon solutions may work. Was there agreement across the board? Are some things unable to be negotiated or fixed?

Additional SuggestionsEssay question: Have students do some extra research and focus on the growing rift within the Ukrainian government. Should the government move toward a pro-Russia stance or continue with the Orange Revolution goals of a pro-Western government?

Add a third role, that of the U.S., to the summit and organize the respective groups to include students role-playing the U.S. What role would/should the U.S. play in this summit? Would they be welcomed?

NAME: ____________________________


HANDOUT #6-1Europe and Russia’s Near AbroadEurope

0°

10°W

30°E20°E

60°N

50°N

40°N

10°E

Arctic Circle

NorthSea

NorwegianSea

ATLANTICOCEAN

Baltic

Sea

Bay ofBiscay

Aegean Sea

Adriatic Sea

Mediterranean Sea

Black Sea

Strait of Gibraltar

W

E

N

S

National boundaryNational capital

LEGEND

200 400

200 400

0mi

0km

NAME: ____________________________


HANDOUT #6-2Russia-Ukraine Summit

COUNTRY ________________________________________________________________

ISSUE ___________________________________________________________________________

Solution for issue #1—Oil and natural gas rights

Will this work? Why or why not?

Solution to issue #2—Access to the Crimean peninsula


Solution to issue #3—Representation of ethnic Russians


Solution to issue #4—Relations with the Western world



7. THE U.S. AND THE PERSIAN GULF

KEY TERMS

Iran, Iraq, oil and terrorism remain top priorities for U.S. foreign policy. What will be the approach of the new Obama Administration?by Jim Bolen

Coalition Provisional Authority (CPA): The transitional government set up by the U.S. to manage Iraq from the fall of Saddam Hussein until the Iraqi Interim Government took over at the end of June 2004.

International Atomic Energy Agency (IAEA): Founded in 1957 by the United Nations, the IAEA’s mission is to foster cooperation among nuclear states, aid in the proper use of nuclear energy, develop safety strategies and ensure adherence to the 1968 Nuclear Non-Proliferation Treaty, including inspections of countries such as Iran with its burgeoning nuclear program.

Islamic Revolutionary Guard Corps (IRGC): A military force loyal to the Supreme Leader of Iran, formed by Ayatollah Ruhollah Khomeini after the 1979 Iranian revolution to protect the then nascent regime. Today the IRGC wields increasing control over Iranian politics and the economy and controls Iran’s strategic missile forces and internal regime security, including helping keep President Mahmoud Ahmadinejad in power.

Organization of the Petroleum Exporting Countries (OPEC): An intergovernmental organization founded in 1960, currently consisting of 12 nations with the goal of coordinating and unifying petroleum policies and prices. Since OPEC members possess roughly 75% of the world’s oil reserves, the greater the world’s reliance on crude oil, the more power this organization and its members retain. Current members include Algeria, Angola, Ecuador, Iran, Iraq, Kuwait, Libya, Nigeria, Qatar, Saudi Arabia, United Arab Emirates and Venezuela.

“twin pillars”: The name of the U.S. foreign policy strategy for the Persian Gulf, beginning in the late 1960s with the retraction of the British military presence from the region and ending with the fall of the shah of Iran in 1979. With the U.S. involved in Vietnam and other cold-war issues, the twin-pillars approach relied on America’s two main allies in the region, Saudi Arabia and Iran, to exert local control, keep peace in the region and protect U.S interests by learning U.S. military tactics and purchasing U.S.-made weaponry.

Wahhabism: The prevailing school of religious belief for most Saudi Arabians, Wahhabism is a very strict form of Islam that relies on a literal interpretation of the Quran. This form of Islam has come under attack for its potential to be misinterpreted and its connection to extremists.


LESSON ONEStudent ObjectivesUpon completion of this lesson, students will be able to:Develop a greater understanding of the historical background of the Persian Gulf regionAnalyze U.S. historical foreign policy in the regionDetermine a foreign policy strategy for the Persian Gulf in the next decade

MaterialsHandout #7-1, “Timeline: U.S. Foreign Policy in the Persian Gulf”WhiteboardMarkers


Lesson DevelopmentFor homework, have students read Great Decisions 2010, pp. 79–87.

Begin by asking students when they thought the U.S. first became involved in the Persian Gulf. Was it 2003? Was it in 1991, during the first Gulf war? (U.S. foreign policy toward the region began seriously in the early part of the 20th century, between World War I and World War II.)

Utilize Handout #7-1 to begin the lecture/discussion part of the class. Have students start filling out the center column as you begin to go over the timeline of historical events regarding U.S. foreign policy in the Persian Gulf. Students will have a reference point from the previous night’s homework so that this can be a lecture-based discussion.

After the timeline has been completed, have students individually look at the last column on the handout. Instruct students to then evaluate each time period as either “positive” or “tense,” marking off the appropriate box on the handout. Students should be prepared to defend their position to the class.

Foster a discussion regarding students’ answers to each time period. Focus on having stu-dents question one another and respond to each other’s point of view.

Transition by having students work on a hypothetical exercise. Select one of the “tense” peri-ods of U.S. foreign policy. What could have been changed to make the situation more positive?

Conclude by having students work in groups to plan U.S. foreign policy for the next decade. How should the U.S. approach the region? What will be some of the key policy decisions that will have to be made?

Additional SuggestionsHave students delve deeper into the sectarian differences between the difference branches of Islam. What impact do these differences have on U.S. foreign policy in the region?

Essay question: What policies would you suggest to President Obama that would leave Iraq in the most stable position possible as the U.S. withdraws its military presence?


LESSON TWOStudent ObjectivesUpon completion of this lesson, students will be able to:Devise a plan for U.S.-Iran relationsUnderstand the greater intricacies of foreign policy developmentEvaluate current U.S.-Iran relations

MaterialsHandout #7-2, “Foreign Policy Recommendations for U.S.-Iran Relations”Research facilities (computers or computer lab with internet access)WhiteboardMarkers

TimeThree to four class periods, approximately 45 minutes each

Lesson DevelopmentFor homework, have students read Great Decisions 2010, pp. 87–91 (beginning from “The ‘twin pillars’ today”).

The goal for these sessions is to have students act as advisers to President Obama in shaping a new relationship with Iran. As Iran gains nuclear capabilities, how will this shape its relationship with the U.S.? Can the relationship be strengthened? Is conflict unavoidable? Students should come up with a plan to present to the President.

Divide students into groups to focus on their presentations. Groups will take on and defend particular roles, (e.g., in support of or against bilateral diplomacy with Iran). Additionally, some groups could focus on the role Saudi Arabia can play in helping foster a better relationship with Iran.

Using computer research and Great Decisions 2010, pp. 79–92, focusing in particular on the changing state of Iran’s nuclear capabilities, students will prepare their briefing statements, mak-ing sure to consider all sides of the issue. Use Handout #7-2 as a framework for the discussion.

Each group will be responsible for presenting its ideas to the President in a debate-style round-table. Two spokespeople from each group (8–10 total) will be selected as foreign policy advisers who will present to the President their opinions on U.S. policy toward Iran.

The format of the room should be set up as a fish bowl, with the inner circle as the Cabinet meeting and an outer circle composed of the remainder of the class. Students not acting as spokespeople may send notes to their delegated spokespeople to address any concerns they may have during the meeting. Students should be encouraged to send notes as they hear the other groups’ position on their foreign policy recommendations.

Conclude by selecting a foreign policy strategy for the U.S. and Iran moving forward into the next decade.

Additional SuggestionsFollow the U.S.-Iranian relationship throughout the school year. See if the students’ policy rec-ommendations come to fruition.

Essay question: Should the U.S. engage with Iran through one-on-one diplomacy?

NAME: ____________________________


Directions: For each time period, determine the general U.S. foreign policy trend toward the Persian Gulf. After class discussion, indicate if the time period was overall positive or one marked by tension between the U.S and the Persian Gulf region.

Time Period Overall Foreign Policy Strategy Positive? Tense?Pre-World War II

Post-World War II– 1968

1968–79

1979–91

1991–2003

2003–present

HANDOUT #7-1Timeline: U.S. Foreign Policy in the Persian Gulf

NAME: ____________________________


HANDOUT #7-2Foreign Policy Recommendations for U.S.-Iran Relations

Briefing sheet for President Obama

Overall Position: _______________________________________________________

Strategy: ______________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Possible pitfalls?: _______________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Points to consider for discussion: ________________________________________

_______________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


8.

KEY TERMS

How to facilitate, support and sustain peace are increasingly important elements of foreign policy and national security.

by Lara Maupin

internally displaced persons (IDPs): People who are forced to flee their homes—usually as a result of violent conflict—but remain within their country’s borders.

nongovernmental organization (NGO): A privately created organization that has no government affiliation and plays a major role in development, humanitarian, peacekeeping or similar endeavors

peacebuilding: The resolution of conflict and the creation of a sustainable peace, including efforts to help those in conflict-torn areas recover from violent conflict and develop the capacity to prevent future outbreaks of violence. Such efforts are usually carried out by national and international development agencies and organizations.

Responsibility to Protect (R2P): A doctrine of international relations that holds that a state has the responsibility to protect its citizens and if it cannot or does not then others in the international community may intervene

ENHANCING SECURITY THROUGH PEACEBUILDING


LESSON ONEStudent ObjectivesUpon completion, students will be able to:Define strategies used to prevent or end violent conflict, create and sustain peace and help people recover from warIdentify nonmilitary foreign policy tools that multilateral organizations such as the United Na-tions use to attain peace

MaterialsHandout #8-1, “Peacebuilding Efforts”Research facilities (computers or computer lab with internet access)


Lesson DevelopmentReview with students what they know about conflict resolution or other techniques used to avoid or end conflict. Have they ever been trained in such techniques—perhaps conflict resolution or peer mediation? Brainstorm all the ways students can think of regarding how the U.S., the UN and other governments or organizations work to attain peace (e.g., military intervention, diplo-matic efforts, sanctions, mediation).

Give students Handout #8-1 and ask them to use Great Decisions 2010, pp. 94–95, to define the peacebuilding strategies listed in the chart on the handout. Students may also use computers or other available resources to complete the chart.

When students have completed their charts, instruct them to answer the question at the bottom of the handout. Discuss. What do these strategies have in common? How do they differ? What do they require for success? What other types of strategies are not listed on the chart—perhaps some that were mentioned in the initial brainstorming session? What types of strategies does the U.S. seem to employ most frequently?

Additional SuggestionsStudents may work individually on the handout or in pairs or small groups.

Extend this activity by having students consider the proportion of the U.S. federal budget used for military versus nonmilitary foreign policy tools. Have students write to a member of Congress in support of or against a Unified Security Budget or the Project on National Security Reform (PNSR) proposals. (See Great Decisions 2010, pp. 100–101.)


LESSON TWOStudent ObjectivesUpon completion, students will be able to:Define the role of international organizations in resolving and mediating conflictsIdentify the types of organizations that contribute to peacebuilding efforts around the worldAnalyze challenges in the coordination of international peacebuilding efforts

MaterialsHandout #8-2, “Global Peacebuilding Initiatives”Research facilities (computers or computer lab with internet access)


Lesson DevelopmentReview with your students the types of groups that contribute their particular resources and tools to peacebulding around the world—multilateral organizations, governments and their agencies, NGOs, international financial institutions, and academic centers and institutions, for example. Brainstorm organizations that students are familiar with.

Have students look at the lists and descriptions of global peacebuilding organizations in Great Decisions 2010, pp. 98–99, and select one agency or organization to research further. Give stu-dents Handout #8-2 and access to computers and instruct them to complete the handout.

Once students have completed their handouts, ask them to share their findings in small groups.

Additional SuggestionsIf students have access to computers at home or after school, completion of the handout may be assigned for homework.Assessment options: Students may simply turn in their handouts rather than sharing their work in small groups. Alternatively, students may present their findings orally to the entire class.

Extend this lesson by having students design recruitment posters or ad campaigns for the or-ganizations they researched. Student work may be posted on classroom or hallway walls or on a class or school Web site.

NAME: ____________________________


HANDOUT #8-1Peacebuilding Efforts

De

fin

itio

nR

eq

uir

em

en

tsE

xam

ple

Pe

ace

bu

ild

ing

Pe

ace

mak

ing

Pe

ace

ke

ep

ing

Co

nfl

ict

pre

ven

tio

n

Co

nfl

ict

man

age

me

nt

Co

nfl

ict

pre

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tio

n

Co

nfl

ict

tr

an

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rmat

ion

Po

stco

nfl

ict

reco

very

Re

spo

nsi

bil

ity t

o

Pro

tect

(R

2P

)

If yo

u w

ere

goin

g to

be

trai

ned

in o

ne o

f the

se s

trat

egie

s fo

r m

akin

g an

d su

stai

ning

pea

ce, w

hich

wou

ld y

ou c

hoos

e? W

hy?

NAME: ____________________________


HANDOUT #8-2Global Peacebuilding Initiatives

Name of organization

Type of organization

Mission

Location

Staff

Funding/budget

Current peacebuilding efforts

Tools/resources

Web site

Would you like to work for this organization? Why or why not?

What other organizations, individuals or agencies does this organization cooperate with? What other organizations could coordinate the peacebuilding efforts of this organization?

How does (or could) this organization convince funders to donate to it?

Jim Bolen is a social studies teacher at Herricks High School on Long Island in New Hyde Park, NY. He has taught a course entitled Great Decisions, which is a senior level seminar course on foreign policy. He has also served as a teacher trainer for the past several years at the Great Decisions Teacher Training Institute.

Lara Maupin is a former social studies teacher and student government adviser at Thomas Jefferson High School for Science and Technology in Alexandria, Virginia. She currently works as an associate director for the Character Education Partnership and as a freelance curriculum developer.

Joseph Selfridge is the Director of International Studies at West Philadelphia Catholic High School where he teaches World History and International Relations.

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TO GREATDECISIONS · 2011. 8. 23. · Rome Statute (treaty). The ICC tries cases against those...

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