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Proposed Social Studies Curriculum based on MSDE Standards and Goals HISTORY 1865 TO THE PRESENT

Rough Draft 2000-2001 Unit Seven 4/05 DRAFT 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 Five easy steps to teaching enjoyment 1. Realize very few things work right the first time This is the instructional guide for unit seven, ninth grade around. Realize every time you do something, social studies. Unit eight is in production. Units two, it’s the first time around. three, and four will be developed for SY 2001-2002. 2. Read the whole guide through once, jotting notes as you go. Don’t skim for easy, one shot The guides have not been designed to be the “end all and photocopy lessons. be all” of social studies. They have been designed as a 3. Apply guide to reality – Get out a calendar and way to meet the state standards in a meaningful manner plan out your route. and allow time for individual teacher extension. As with 4. Make reproducibles and collect materials. all new curriculum, time for extension may only become 5. Teach lessons, take notes for next time. Go available after the teacher has run through the curriculum home. once or twice.

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.

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 ( 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 . 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! 2 Unit Seven: Balance in Foreign Policy

Possible Essential Questions Enduring Understanding 1. What are the objectives of foreign policy? Balance has been a defining goal of U.S. foreign policy 2. What is balance in foreign policy and why is since World War II. Objectives such as ideology and it important? national security are often balanced against one another to 3. How are choices used to achieve balance? help shape the many choices that enact foreign policy. 4. How and when do choices change? Choices that enact foreign policy range from no action to 5. How do economic and cultural differences full invasion. influence foreign policy? 6. To what degree to regional differences The balance of these objectives and choices has helped influence foreign7 policy decisions? determine the economic, cultural, and political relationships 7. Is balance the same as stability? of the United States as a world leader throughout the Cold 8. Should a political philosophy be promoted or War. contained? 9. How do foreign policy decisions affect Since the end of the Cold War, balance is being redefined in domestic politics? 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 , the Berlin , , disarmament policies, and the (US 2.2.3, US 2.2.4, US 2.2.3) 2. evaluate the rationale for and the effect of United States communist 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 (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 What?1. use a variety of geographic tools to collect, synthesize, interpret, Why? 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 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 . Students will also determine how the Cold War and related conflicts How? 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 # Estimated Unit Outline Time* 7 Pre – Assessment: Do You Know What I Know?: Students check their 1 session understanding of the , including the importance of the Truman Doctrine, , and NATO. Students also identify key locations on world maps. 13 Lesson Sequence One – Evolution of the Cold War 14 Session One: From Adolescence to History. The idea of objectives is introduced 5 sessions 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. 22 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. 28 Session Three: Hot Flash - Korea. Students evaluate the rationale for the United States communist containment policies in Korea. 34 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. 38 Session Five: The Home Front: McCarthyism Students examine how a second “” caused McCarthyism, Americans looking for communist spies in the US state department and institutions in America. 47 Lesson Sequence Two – Balance in Foreign Policy: Vietnam 6 sessions 48 Session One: Escalating Involvement. Students use Determining Factors cards to weigh foreign policy objectives to determine the rationale for US involvement in Vietnam. 52 Session Two: Involvement. Students measure involvement in Vietnam from the Eisenhower administration through the Nixon administration 58 Session Three: The Realities of the War. Students analyze how a stalemate affects soldier morale and foreign policy choices. 62 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. 66 Session Five: The Legacy of War. Students trace the end of the Vietnam War and examine the legacies of the war. 70 Session Six: BCR. Students will use knowledge from previous sessions to show how foreign policy choices influence domestic politics. 77 Lesson Sequence Three –Balance in Foreign Policy: To the Edge and Back 4 sessions 78 Session One: : A Wake Up Call. Students analyze President ’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

4 United States History 1865 to the Present • Unit Seven American public. 84 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. 86 Session Three: Cold War Resumes. Students explore how détente ended during the Carter and Reagan administrations. 92 Session Four: The Dissolution of the USSR. Students examine US responses to political and economic changes in the USSR. 99 Lesson Sequence Four: The Middle East 4 sessions 100 Session One: Foundations and Friendship. Students determine political, economic, and strategic importance of the Middle East and Israel. 106 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. 112 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. 116 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 1 session for attacking and writing a ECR. The question for the ECR serves as a summative assessment for the unit. 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 30 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 (continued)

©2000 MCPS Social Studies 5