Proposed Social Studies Curriculum based on MSDE Standards and Goals UNITED STATES 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 (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! 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 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 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 Soviet Union. Students will also determine how the Cold War and related conflicts How? influenced domestic politics and foreign policy from 1945 to the present.