Proposed Social Studies Curriculum based on MSDE Standards and Goals UNITED STATES HISTORY 1865 TO THE PRESENT Rough Draft 2000-2001 4/05 DRAFT Unit Seven Balance in Foreign Policy www.mcps.k12.md.us/curriculum/socialstd 2001 MCPS Office of Instruction and Program Development Department of Curriculum and Instruction 850 Hungerford Drive Rockville, Maryland 20850
How To Use This Guide This is the instructional guide for unit seven, ninth grade social studies. Unit eight is in production. Units two, three, and four will be developed for SY 2001-2002. The guides have not been designed to be the end all and be all of social studies. They have been designed as a way to meet the state standards in a meaningful manner and allow time for individual teacher extension. As with all new curriculum, time for extension may only become available after the teacher has run through the curriculum once or twice. Five easy steps to teaching enjoyment 1. Realize very few things work right the first time around. Realize every time you do something, it s the first time around. 2. Read the whole guide through once, jotting notes as you go. Don t skim for easy, one shot photocopy lessons. 3. Apply guide to reality Get out a calendar and plan out your route. 4. Make reproducibles and collect materials. 5. Teach lessons, take notes for next time. Go home. Begin by reading the Enduring Understanding and Possible Essential Questions at the top of the facing page. Those two items encapsulate the whole idea or WHY of the unit. Why, as in Why study this? As you read through the guide you will see that the lessons sequentially build up to the ideas expressed in the Enduring Understanding. Next review the WHAT on the facing page. This is what MSDE wants kids to be able to know and do. We have also put the MSDE indicators in every lesson where they are taught. The rest of the guide and what you and your students actually do in the classroom is the HOW. 2 A Note To Teachers In creating this unit the following was considered: With guidance from the state, what are the most essential events in foreign policy post World War II? How can we help students build a basic understanding of these events, prepare for Unit IX, NSL B, and encourage further independent study? Please keep in mind, this unit is only a guide it is intended to: a. clearly target the Maryland Content Standards and Core Learning Goals. b. model lessons that are directly targeted to MSDE standards. c. sequentially develop skills and knowledge around a fundamental social studies concept. d. provide teachers the curriculum tools to meet the latest state requirements for assessment and proven techniques for effective instruction. How is this Unit different from NSL Unit IX, Foreign Policy? Deeply imbedded in this question are two structural characteristics of secondary social studies. First is the structure of survey courses in history which require a difficult balance of depth and student mastery against the race for "coverage." Second is the splitting of civics or government concepts from U.S. History. In Montgomery County this split occurred when the state developed the Citizenship Test. Before that time the course in ninth and tenth grade was "U.S. History And Government", the first half in ninth grade, the second half in tenth grade. The current development of separate course assessments for U.S. History and Government by the state confirms this split will continue. How do we deal with the problem that some of the content assessed by both tests is similar? We have tried to develop the U.S. course based on historical events with little contemporary application (except what is necessary for students to develop understanding of history). NSL deals more with contemporary governmental applications of the foreign policy to current events. In order for students to make such applications they will need a solid grounding in the historical development of U.S. foreign policy. In short, the U.S. history in ninth grade is foundational for the high level applications expected in tenth grade. Those of you familiar with NSL will notice this unit uses simplified versions of the elements, goals, and structures of foreign policy. To avoid confusion with NSL we have simply called these foreign policy objectives and choices. The "balance" concept is used to get students to understand that many factors go into deciding foreign policy - of course a two sided balance is a simple application of this concept, but may be more appropriate for ninth graders.!!! MPORTANT NOTE A number of teachers have already recommended that the first Lesson Sequence of this Unit (Berlin Airlift, Korea, McCarthyism) be moved into Unit Five (The Common Good: World War II And Its Aftermath). That would start this unit with Vietnam, allowing more time to explore the complexities of the war at home and in the foreign policy arena. This move would also permit more time to study the post Vietnam era and the end of the Cold War. Unless there is considerable disagreement, this change will be made next year. For input please contact Susan Spencer on First Class. Please stay tuned to the social studies conference on First Class for opportunities for feedback. We need it!
Unit Seven: Balance in Foreign Policy What? Why? Possible Essential Questions 1. What are the objectives of foreign policy? 2. What is balance 7in foreign policy and why is it important? 3. How are choices used to achieve balance? 4. How and when do choices change? 5. How do economic and cultural differences influence foreign policy? 6. To what degree to regional differences influence foreign policy decisions? 7. Is balance the same as stability? 8. Should a political philosophy be promoted or contained? 9. How do foreign policy decisions affect domestic politics? Enduring Understanding Balance has been a defining goal of U.S. foreign policy since World War II. Objectives such as ideology and national security are often balanced against one another to help shape the many choices that enact foreign policy. Choices that enact foreign policy range from no action to full invasion. The balance of these objectives and choices has helped determine the economic, cultural, and political relationships of the United States as a world leader throughout the Cold War. Since the end of the Cold War, balance is being redefined in the foreign policy of the United States. MSDE Content Standards (5/19/00) [italics = not directly assessed on HAS, bold = MSDE glossary word, [brackets] = MCPS notes] U.S. History Students demonstrate understanding of how the Cold War and related conflicts influenced domestic politics and foreign policy from 1945 to the present. 1. trace the origins, evolution, and end of the Cold War including the Era of McCarthyism, the Truman Doctrine, the Berlin Blockade, Cuban Missile Crisis, disarmament policies, and the Vietnam War (US 2.2.3, US 2.2.4, US 2.2.3) 2. evaluate the rationale for and the effect of United States communist containment policies in Korea and Vietnam on domestic politics (US 2.2.3, US 2.2.4) 3. analyze major United States foreign policy initiatives and responses to major crises since the early 1970 s (G 2.1.1, G 2.1.2, US 2.2.5) 4. explain the strategic, political, and economic factors in Middle East policy, including the Gulf War (US 2.2.5) Economics 1. assess how the incentives inherent in a market economy preserve political and economic freedom 2. describe and analyze the economic costs and benefits of protectionism (tariffs, subsidies, standards and quotas) on international trade and the short- and long-term effects of voluntary free trade on worldwide standards of living (US 4.1.2, US 2.1.1) Geography 1. use a variety of geographic tools to collect, synthesize, interpret, analyze, and evaluate information to answer geographic questions in the context of other social sciences (SFS 2.2.2 ) 2. analyze the roles and relationships of regions on the formation and implementation of government policy. (G 3.1.3) 3. analyze how shifts in regional relationships result from changes in political, economic, cultural, and environmental factors (G3.13, 3.1.1, 3.1.2) Political Systems 1. analyze significant issues of United States foreign policy and the role of national interests, values, and principles (G 2.1.1) Social Studies Skills 1. demonstrate understanding of the meaning, implication, and impact of historical events and hypothesize how events could have taken other directions (SFS 2.2.2, 2.2.3) 2. analyze problems drawn from social studies, establish criteria for solution, evaluate information related to the problem, and propose and justify solutions (SFS 2.2.3, 2.4.5 ) 3. evaluate issues by stating and summarizing the issue, and drawing conclusions based on conflicting data (SFS 2.2.6, 2.1.1 ) 4. analyze the impact of the media on public opinion and the behavior of the electorate (G 1.1.4; SFS 2.2.3) 2000 MCPS Social Studies 3
How? Unit Overview Unit Seven of ninth grade United States History is a survey of foreign policy in the postwar era. Balance in decision making and prioritizing objectives is the conceptual focus that unifies this complex era. To understand the Cold War period and beyond, students will analyze decisions of leaders and countries during the period to determine how the decisions maintained a balance between democratic United States and communist Soviet Union. Students will also determine how the Cold War and related conflicts influenced domestic politics and foreign policy from 1945 to the present. The unit concludes with an examination of how the U.S. attempted to redefine balance in foreign policy after the dissolution of the Soviet Union and in areas such as the Middle East that defy conventional foreign policy norms. PAGE # Unit Outline Estimated 7 Pre Assessment: Do You Know What I Know?: Students check their understanding of the origins of the Cold War, including the importance of the Truman Doctrine, Marshall Plan, and NATO. Students also identify key locations on world maps. 13 14 22 28 34 38 47 48 52 58 62 66 70 77 78 Lesson Sequence One Evolution of the Cold War Session One: From Adolescence to History. The idea of objectives is introduced through the teen experience and then applied to foreign policy. Students explore the early events of cold war foreign policy through the use of a timeline. Session Two: Opening Act.. Students are introduced to the idea of foreign policy choices. Students analyze the objectives and choices available to President Truman in the first major crisis of the Cold War, the Berlin Airlift. Students use scenario cards to analyze the decision. Session Three: Hot Flash - Korea. Students evaluate the rationale for the United States communist containment policies in Korea. Session Four: The Changing Nature of War. Students analyze how differing objectives and choices led to contained warfare by comparing World War II and the Korean Conflict. Session Five: The Home Front: McCarthyism Students examine how a second Red Scare caused McCarthyism, Americans looking for communist spies in the US state department and institutions in America. Lesson Sequence Two Balance in Foreign Policy: Vietnam Session One: Escalating Involvement. Students use Determining Factors cards to weigh foreign policy objectives to determine the rationale for US involvement in Vietnam. Session Two: Involvement. Students measure involvement in Vietnam from the Eisenhower administration through the Nixon administration Session Three: The Realities of the War. Students analyze how a stalemate affects soldier morale and foreign policy choices. Session Four: The Home Front: A Nation Divided. Students study the impact of Vietnam on domestic politics with particular focus on how opposition to the Vietnam War led to withdrawal of Johnson as a presidential candidate in 1968. Session Five: The Legacy of War. Students trace the end of the Vietnam War and examine the legacies of the war. Session Six: BCR. Students will use knowledge from previous sessions to show how foreign policy choices influence domestic politics. Lesson Sequence Three Balance in Foreign Policy: To the Edge and Back Session One: Cuba: A Wake Up Call. Students analyze President Kennedy s foreign policy initiatives and responses to the Cuban Missile Crisis in terms of escalation of cold war tensions and cold war fears of the Time* 1 session 5 sessions 6 sessions 4 sessions 4 United States History 1865 to the Present Unit Seven
84 86 92 99 100 106 112 116 American public. Session Two: Détente. Students analyze President Nixon s foreign policy initiatives as he sought to decrease tensions with China and the Soviet Union through détente. Session Three: Cold War Resumes. Students explore how détente ended during the Carter and Reagan administrations. Session Four: The Dissolution of the USSR. Students examine US responses to political and economic changes in the USSR. Lesson Sequence Four: The Middle East Session One: Foundations and Friendship. Students determine political, economic, and strategic importance of the Middle East and Israel. Session Two: The Power of Oil. Students explore the importance of Middle Eastern oil on the US economy and the impact that decreases in the oil supply had on Americans. Session Three: On the Path to Peace. Students determine how the policies of the Carter administration helped to foster more stable relationships between Israel and her Arab neighbors. Session Four: Persian Gulf War. Students explore the political, economic, and strategic factors involved in US participation in the Persian Gulf War. 122 Summative Assessment: ECRs Are Your Friend Students practice the process for attacking and writing a ECR. The question for the ECR serves as a summative assessment for the unit. 4 sessions 1 session Total of 21 sessions. Time recommended for unit: 25 days out a total of 150 "curriculum" days. (It is expected that teaching students takes longer than "coverage", therefore curriculum is designed with 150 days out of a 180 actual instructional days.) Skill Focus Primary Skill Focus of Unit Where? Page BCR LS 2, LS 3 70, 92 ECR Summative Assessment 122 List of Handouts Student and Teacher Materials can be found at the end of each session. The specific pages are listed below. Lesson Sequence Name of Document Page Pre-Assessment US vs. USSR and Kennedy Questions 9 World Map 10 Kennedy Letter 11 LS 1 Student Scenarios 16 Possible Objectives of a Nation s Foreign Policy 17 Balance in Foreign Policy Unit Seven Timeline 18 Choices in Reaching Objectives of Foreign Policy 24 Foreign Policy Scale 25 Berlin Crisis Briefing 26 The Korean War 30 (continued) How are foreign policy choices evaluated to meet a foreign policy 32 objective? Presidential Remarks 36 McCarthy Document 40 The Red Scare, Part II 41 The Origins, Evolution, and End of McCarthyism 43 Testimony Before HUAC 44 2000 MCPS Social Studies 5