Immigration

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Student PagesUnited States Foreign Policy A
KnowledgeQuest for Secondary Students of
Government
Designed byChristy Shaw Legacy High
School christy.shaw_at_adams12.org http//www.legacy.
adams12.org/ Terri Bramhall Grandview High
School tbramhall_at_cherrycreekschools.org
http//www.ghs.ccsd.k12.co.us/
July 2007
Intro
Task
Process
Evaluation
Conclusion
Credits
Teacher Screens
2
Directions for Students

• Click once OR press the space key to advance to
  the next slide
• Press the backspace key to go back one slide
• Use the buttons at the bottom of each slide to go
  back and review any steps AFTER you have gone
  through all slides individually.
• Follow the directions on each slide

Intro
Task
Process
Evaluation
Conclusion
Credits
Teacher Screens
3
Introduction for Students

• In this lesson, you will be analyzing primary
  source documents and audio that relate to various
  time periods in United States foreign policy
  before writing a letter to the president to
  advise him on a contemporary foreign policy issue.

Intro
Task
Process
Evaluation
Conclusion
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Teacher Screens
4
The Task for Students

• You will be assigned a specific time period in
  United States foreign policy.
• Complete the research worksheet for your time
  period.
• With your group, complete the following tasks
• Write your answers on the chart in the classroom.
• Fill in the Foreign Policy Strategies Additional
  Notes worksheet using the charts posted in the
  classroom.

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The Task for Students

• With a partner from a different time period,
  complete a Venn diagram that includes at least 4
  differences for each and 2 similarities.
• Individually, write a letter to the President
  following the guidelines set forth on the
  assignment sheet.

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Evaluation for Students

• You will be evaluated on the completion of
• Research questions for one specific time period
• Venn Diagram
• Completion of notes pages for the other four time
  periods
• Letter to the President

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7
Conclusion for Students

• Based on what you have learned and from your own
  background knowledge, you can answer the
  following questions with specific details
• Who and what determines United States foreign
  policy?
• What role does the United States play in the
  world?

Intro
Task
Process
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Teacher Screens
8
Links to Primary Sources

• Early Isolationism
• http//memory.loc.gov/cgi-bin/ampage?collIdmgw2f
  ileNamegwpage024.dbrecNum246tempFile./temp/a
  mmem_Gl6tfilecodemgwnext_filecodemgwitemnum1
  ndocs100
• http//www.teachingamericanhistory.org/library/ind
  ex.asp?document82
• http//memory.loc.gov/ammem/pihtml/pi005.html
• Imperialism
• http//historymatters.gmu.edu/d/5575
• http//memory.loc.gov/cgi-bin/query/r?ammem/ncpsbi
  b_at_field(DOCID_at_lit(ABQ7578-0169-55_bib))
• http//memory.loc.gov/service/pnp/cph/3g00000/3g05
  000/3g05400/3g05409v.jpg
• 20th Century Isolationism
• http//memory.loc.gov/cgi-bin/query/r?ammem/nfor_at_
  field(DOCID_at_range(9000007190000072)) Listen
  to the audio.
• http//memory.loc.gov/ammem/pihtml/pi038.html
• Post WWII Internationalism
• http//hdl.loc.gov/loc.mss/mfdip.2004rea02
• http//memory.loc.gov/ammem/pihtml/pi049.html
• Modern Internationalism
• http//memory.loc.gov/cgi-bin/query/r?ammem/mfdip
  _at_field(DOCIDmfdip2004too01)
• http//teachingamericanhistory.org/library/index.a
  sp?document926

Intro
Learners
Standards
Process
Resources
Credits
Student Screens
Evaluation
Conclusion
9
Credits References

• American Memory Collection American Leaders
  Speak Recordings from World War I and the 1920
  Election http//memory.loc.gov/ammem/ndlpcoop/moah
  tml/snchome.html
• American Memory Collection Frontline Diplomacy
• http//memory.loc.gov/ammem/collections/diplomac
  y/
• American Memory Collection George Washington
  Papers at the Library of Congress 1741- 1799
• http//memory.loc.gov/ammem/gwhtml/gwhome.html
• American Memory Collection I Do Solemnly Swear .
  . ." Presidential Inaugurations
  http//memory.loc.gov/ammem/pihtml/pihome.html
• American Memory Collection The Nineteenth
  Century in Print http//memory.loc.gov/ammem/ndlpc
  oop/moahtml/snchome.html
• "Colorado Model Content Standards Civics."
  Colorado Department of Education K-12 Standards.
  10 Sept 1998. Colorado Department of Education. 7
  Jul 2007 http//www.cde.state.co.us/cdeassess/docu
  ments/olr/k12_standards.html
• History Matters Created by the American Social
  History Project / Center for Media and Learning
  (Graduate Center, CUNY) and the Center for
  History and New Media (George Mason University).
• http//historymatters.gmu.edu/
• Teaching American History A Project of the
  Ashbrook Center for Public Affairs at Ashland
  Universityhttp//www.teachingamericanhistory.org/
  

Intro
Task
Process
Evaluation
Conclusion
Credits
Teacher Screens
10
Teacher Pages United States Foreign Policy A
KnowledgeQuest for Secondary Students of
Government
Designed byChristy Shaw Legacy High
School christy.shaw_at_adams12.org http//www.legacy.
adams12.org/ Terri Bramhall Grandview High
School tbramhall_at_cherrycreekschools.org
http//www.ghs.ccsd.k12.co.us/
July 2007
Intro
Learners
Standards
Process
Resources
Credits
Student Screens
Evaluation
Conclusion
11
Directions

• Click once OR press the space key to advance to
  the next slide
• Press the backspace key to go back one slide
• Use the buttons at the bottom of each slide to go
  back and review any steps AFTER you have gone
  through all slides individually.
• Follow the directions on each slide

Intro
Learners
Standards
Process
Resources
Credits
Student Screens
Evaluation
Conclusion
12
Introduction

• The United States is part of an interconnected
  world, where the actions of one nation can
  affect the well-being of other nations. To make
  judgments about the role of the United States in
  the world today, citizens need to be able to
  determine what course their foreign policy
  should take. An understanding of the role of the
  United States in the world arena and the
  processes by which foreign policy is made and
  implemented provides the necessary foundation for
  making judgments about the direction of United
  States foreign policy. To take part in analyzing
  and evaluating proposals for dealing with
  international issues, citizens need to be aware
  of worldwide developments and their effects.
  (Colorado Model Content Standards Civics)
• Using primary sources, students will research
  time periods in United States foreign policy and
  relate that information to current foreign policy
  issues.

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13
About Your Learners

• This lesson is designed for secondary students in
  a Government/Civics class.
• Prior Knowledge Students will need basic
  information about foreign policy including the
  roles/functions of three branches, checks and
  balances, role of cabinet, and foreign policy
  interests/goals.

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Lesson Objectives

• Students will
• analyze primary sources from a particular time
  period in United States foreign policy history.
• compare and contrast two time periods of United
  States foreign policy.
• synthesize information into a cohesive letter.

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Essential Questions

• Who and what determines United States foreign
  policy?
• What role does the United States play in the
  world?

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Learning Standards

• Civics
• Standard 3.2 Students understand how the United
  States government develops foreign policy.
• Standard 3.3 Students understand the domestic and
  foreign policy influence the United States has on
  other nations and how the actions of other
  nations influence politics and society of the
  United States.
• Reading and Writing
• 1. Students read and understand a variety of
  materials.
• 2. Students write and speak for a variety of
  purposes and audiences.
• 3. Students write and speak using conventional
  grammar, usage, sentence structure, punctuation,
  capitalization, and spelling.
• 4. Students apply thinking skills to their
  reading, writing, speaking, listening, and
  viewing.
• 5. Students read to locate, select, and make use
  of relevant information from a variety of media,
  reference, and technological sources.

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Learning Standards

• Information Literacy Standards
• The student who is information literate
• accesses information efficiently and
  effectively.
• evaluates information critically and
  competently.
• uses information accurately and creatively.
• The student who contributes positively to the
  learning community and to society is information
  literate and
• practices ethical behavior in regard to
  information and information technology.
• participates effectively in groups to pursue and
  generate information.

Intro
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The Process

• This lesson involves the following
• Day One/Block One
• Lecture Foreign Policy notes
• Divide class into 5 groups and assign each group
  a time period.
• Distribute research worksheet to each group
  Early Isolationism, Imperialism, 20th Century
  Isolationism, Post WWII Internationalism, Modern
  Internationalism
• Sample answer key for Early Isolationism
• Day Two/Block One
• Students will conduct their research and complete
  the corresponding worksheet (distributed on day
  if not on a block schedule).

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The Process

• Day Three/Block Two
• Students will be grouped according to the five
  Foreign Policy Strategies that they researched.
  Each student in the group will be assigned a
  question from their individual research to answer
  on a group poster for the whole class to see.
• Students will also need to review all the Foreign
  Policy Strategies posted around the room to
  complete the Foreign Policy Strategies Additional
  Notes.
• Day Four/Block Two
• Students will then be partnered up with a student
  from a different Foreign Policy Strategy group to
  complete a Venn Diagram.

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The Process

• Homework
• Students will write a letter to the President
  that addresses the essential question What role
  does the United States play in the world?
• Use the rubric to grade the letter.
• Extension Ideas
• Mapping activity of the locations involved with
  the various time periods of US foreign policy.
• Students could find one additional primary source
  for either one or more of the time periods.

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The Process

• Variations
• Have students read about foreign policy in their
  textbook instead of lecturing about foreign
  policy.
• Print out the primary sources.
• Allow students to choose which time period they
  research.
• Have students research all time periods
  extending the length of the lesson instead of
  jigsawing the assignment.
• Assign students specific questions to research
  for each of the time periods. For example, one
  student is responsible for answering question 1
  for all five time periods, another student
  researches question 2 for all five time periods,
  and so on.
• Choose additional or different primary sources,
  based on your need(s).
• Worksheets could be completed on the computer
  (using Word forms) for each time period Early
  Isolationism, Imperialism, 20th Century
  Isolationism, Post WWII Internationalism, Modern
  Internationalism.
• Each group could prepare a PowerPoint
  presentation to share their research questions
  with the class instead of completing the poster.

Intro
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Evaluation
Conclusion
22
Resources Needed

• Computers with internet access and PowerPoint or
• overhead transparencies of suggested notes
• print copies of all primary sources linked in the
  PowerPoint including a CD with the audio, CD
  player, and headphones
• Headphones (typically students have headphones in
  their backpacks, but its always a good idea to
  have a few extra sets)
• Access to Student PowerPoint and worksheet(s) for
  individual computers either on a webpage or
  school server.
• 5 pieces of poster sized paper
• Student copies
• Foreign policy questions worksheet 6 copies of
  each (5) worksheet for a class size of 30
• Additional foreign policy questions worksheet
  one for each student
• Venn diagram one for each student
• Letter to the President assignment and rubric
  one for each student

Intro
Learners
Standards
Process
Resources
Credits
Student Screens
Evaluation
Conclusion
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Links to Primary Sources

• Early Isolationism
• http//memory.loc.gov/cgi-bin/ampage?collIdmgw2f
  ileNamegwpage024.dbrecNum246tempFile./temp/a
  mmem_Gl6tfilecodemgwnext_filecodemgwitemnum1
  ndocs100
• http//www.teachingamericanhistory.org/library/ind
  ex.asp?document82
• http//memory.loc.gov/ammem/pihtml/pi005.html
• Imperialism
• http//historymatters.gmu.edu/d/5575
• http//memory.loc.gov/cgi-bin/query/r?ammem/ncpsbi
  b_at_field(DOCID_at_lit(ABQ7578-0169-55_bib))
• http//memory.loc.gov/service/pnp/cph/3g00000/3g05
  000/3g05400/3g05409v.jpg
• 20th Century Isolationism
• http//memory.loc.gov/cgi-bin/query/r?ammem/nfor_at_
  field(DOCID_at_range(9000007190000072)) Listen
  to the audio.
• http//memory.loc.gov/ammem/pihtml/pi038.html
• Post WWII Internationalism
• http//hdl.loc.gov/loc.mss/mfdip.2004rea02
• http//memory.loc.gov/ammem/pihtml/pi049.html
• Modern Internationalism
• http//memory.loc.gov/cgi-bin/query/r?ammem/mfdip
  _at_field(DOCIDmfdip2004too01)
• http//teachingamericanhistory.org/library/index.a
  sp?document926

Intro
Learners
Standards
Process
Resources
Credits
Student Screens
Evaluation
Conclusion
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Evaluation

• Students will be evaluated on any or all of the
  following
• Individual research for their time period
• Completion of notes page for the other four time
  periods
• Venn diagram
• Letter to the president (rubric attached)

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Conclusion

• Following the completion of this learning
  activity, students will
• be able to analyze primary source documents,
  complete an authentic assessment, and answer the
  essential questions with depth.
• gain a better understanding of how primary
  sources detail the events of United States
  Foreign Policy.

Intro
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Student Screens
Evaluation
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26
Credits References

• American Memory Collection American Leaders
  Speak Recordings from World War I and the 1920
  Election http//memory.loc.gov/ammem/ndlpcoop/moah
  tml/snchome.html
• American Memory Collection Frontline Diplomacy
• http//memory.loc.gov/ammem/collections/diplomac
  y/
• American Memory Collection George Washington
  Papers at the Library of Congress 1741- 1799
• http//memory.loc.gov/ammem/gwhtml/gwhome.html
• American Memory Collection I Do Solemnly Swear .
  . ." Presidential Inaugurations
  http//memory.loc.gov/ammem/pihtml/pihome.html
• American Memory Collection The Nineteenth
  Century in Print http//memory.loc.gov/ammem/ndlpc
  oop/moahtml/snchome.html
• "Colorado Model Content Standards Civics."
  Colorado Department of Education K-12 Standards.
  10 Sept 1998. Colorado Department of Education. 7
  Jul 2007 http//www.cde.state.co.us/cdeassess/docu
  ments/olr/k12_standards.html
• History Matters Created by the American Social
  History Project / Center for Media and Learning
  (Graduate Center, CUNY) and the Center for
  History and New Media (George Mason University).
• http//historymatters.gmu.edu/
• Teaching American History A Project of the
  Ashbrook Center for Public Affairs at Ashland
  Universityhttp//www.teachingamericanhistory.org/
  

Intro
Learners
Standards
Process
Resources
Credits
Student Screens
Evaluation
Conclusion