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U.S. Foreign Policy

Lesson Abstract
A broad overview of U.S. foreign policy from Truman to Bush 43.

A PowerPoint will be created and be presented that will include material that is both primary and secondary in its nature. I tend to use video and audio for 20th Century material because the students pick up on this more than just written. All PowerPoint material will be placed on the internet and students will either download this onto tables of have material printed out ahead of time.

All material to be passed out will be done through the internet.

As material is presented, certain slides will have questions attached for discussion. Students will be presented with a list of 20 key terms and 40 addition terms needed to understand the material. Students will be orally quizzed over each term as material is presented. Addition material provided will be maps of the pertinent areas.

It should be understood that I will concentrate on the three “I”: Iran, Iraq and Israel. 

Rationale (why are you doing this?)

AP requires work in comparative governments. The comparison of the government found in Israel that is a coalition, versus one party dictatorship like was found in Iraq during Sad am el Hussein and now Syria, versus theocracy such as Iran; versus monarchies as in Saudi Arabia would be a good comparison.

Lesson Objectives - the student will
  • Students will be able highlight relevant data from the PowerPoint for their personal notes.
  • Students must include a "point - counterpoint" understanding of the changes in policy from one president to another in their notes.  
  • Students must remember that I have a specific time limit to get all the work presented to the class. Because of this if they fall behind, they need to come in before or after school to catch up.
  • Students must pick out those maps that are useful for the understanding of the subject presented in the PowerPoint.
  • Students must create a timeline that is present in all presentation.
District, state, or national performance and knowledge standards/goals/skills met

Key Ideas and Details

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure

CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

Secondary materials (book, article, video documentary, etc.) needed

Maps – of Middle East during Treaty of Versailles, 1947 UN decree, 1948 Independence, 1958 Suez Canal crisis, 1967 Six Day War, 1973 Yom Kippur,

Iran and Iraq during their border war in 1980s, Iraq in the First Gulf War, Iraq in the Second Gulf War

Iran during the Hostage Crisis

Afghanistan during the occupation by the Soviet Union, the reign of the Taliban and American Invasion.

Video – News announces Israel as a state, News broadcast of Six Day War and Yom Kippur, President Nixon announces fuel crisis, President Carter at Camp David Accords, News of Embassy take over. Broadcast of site of Desert One, Reagan announces hostage release, Soviet Union invasion of Afghanistan, , Taliban shoots down helicopter with stinger missile, News account of Iraq invasion of Kuwait, News broadcast of bombing of Baghdad, General Schwartkraft analysis of end of first war, Interview with George HW Bush on his thoughts of the war (CSPAN), President Clinton explains second Camp David Accords, Taliban takes over Afghanistan, President Bush at 9/11 site, President Bush announces invasion of Afghanistan, President Bush announces invasion of Iraq, President Bush announces Mission Accomplished, news broadcast about sectarian violence in Iraq.

Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed

Balfour letter, Treaty of Versailles as it applies to Middle East, President Truman signs Israel as a state, Photo of President Truman and Chaim Wassermann, notes of the meeting with President, Clifford and Marshall, Pictures of Marshall, Clifford, Truman, Ben Gurian, Picture of USS Liberty, read out of info from hot line, Picture of Dean Atchesion, Nikolia Kromica, Golda Meir, Anwar Sadat, Gamel Nasser, Camp David Accords principals, Picture of hostages, Shah Riza, Ayotalia Khomeini, Sad am Hussein, General Schwartkroft, Highway of death, Document of Bush announcing coalition, Picture of second Camp David accords principals, Osama bin Laden, Copy of Bush speech at 9/11, copy of Bush speech to nation for invasion of Afghanistan, Speech going to war with Iraq

Fully describe the activity or assignment in detail. What will both the teacher and the students do?

Day 1 – End of the Ottomans, Treaty of Versailles as it relates to the Zionists Convention and Balfour Letter. The establishments of Jewish states in Palestine by White Russians. The rejection by the Muslim-Christian Association. The Holocaust and UN Resolution to create Israel. The migration and British attempts to keep Jews out. Role of the Haganah.

Day 2 – The creation of the state of Israel. Those in the Truman administration for the acceptance and those opposed. The Jewish lobby in Washington DC. The election of David Ben Gurion. The beginning of border wars with the Arab States

Day 3 – Rise of Gamal Nasser and the Suez Crisis. Israeli first strike of Egypt, Jordan and Syria. The ramifications of the war on the US and the Soviet Union. The use of the hot line. The sinking of the USS Liberty

Day 4 – The Yom Kippur War. The roles of Anwar Sadat, Golda Meir and the Arab League. The aid of America at a critical time. Death in the Sinai and Golan heights. The end of the war and how it effects Israel.

Day 5 – The Camp David Accords. The rise of the Ayatollah and the abdication of the Shah. The taking of hostages in the American embassy. The military attempt to take our hostage back and its failure.

Day 6 - The rise of radical Islam. The distribution of Muslim sects. The writings of the Koran. The creation of fatwa and jihad. The rise of Hezbollah, the Palestine Liberation Organization and Hamas.

Day 7 – The invasion of Kuwait, the coalition forms to drive Saddam Hussein out. Operation Desert Storm and Norman Schwarzkopf. The Oslo Accords and the death of Yitzhak Rabin. The gamble in Camp David Two.

Day 8 – The attacks of September 11. The role of the Taliban and Al Quada. The invasion of Afghanistan and Iraq. Weapons of Mass Destruction. Mission Accomplished versus insurgency.

Assessment: fully explain the assessment method in detail or create and attach a scoring guide

During class we will use the Socratic method of question, answer, more questions. When material has been covered we will have a quiz that includes multiple choice. On the multiple choice questions there will be pictures, maps as well as the normal type of questions.

Students will be asked go write essay for broad descriptive questions. Finally students will be given a set of events and will need to place them in the order that they happened.