simulation_instructions.docx | |
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Goals & Objectives
-Goal: Students will analyze the importance of diplomacy when learning about U.S. foreign policy.
-Objective: Students will be engaging in a simulation of diplomacy in which they play as rivaling nations and minor nations arguing their case to the U.S. for support.
-Objective: Students will be engaging in a simulation of diplomacy in which they play as rivaling nations and minor nations arguing their case to the U.S. for support.
California State Content Standards
-11.9.2: Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
Common core literacy standards
-CCSS.ELA.LITERACY.RH.11-12.2 = Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
-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.
-CCSS.ELA.LITERACY.W.11-12.2 = Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
-CCSS.ELA.LITERACY.W.11-12.7 = Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
-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.
-CCSS.ELA.LITERACY.W.11-12.2 = Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
-CCSS.ELA.LITERACY.W.11-12.7 = Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Driving historical question(s)
-Why does diplomacy play an important role in foreign policy?
-For the nation-states; how difficult is it to make the case that you need the U.S. support and not your enemies? How shocking is it when your enemies have the support?
-For the United States; how difficult is it to make the final decision, knowing that whatever decision you make, others will suffer the consequence?
-For the nation-states; how difficult is it to make the case that you need the U.S. support and not your enemies? How shocking is it when your enemies have the support?
-For the United States; how difficult is it to make the final decision, knowing that whatever decision you make, others will suffer the consequence?
Lesson Introduction
-YouTube clip on Obama and his Foreign Policy.
-Discussion on making decisions and the consequences that follows. Example is whether to study the night before the test day or hang out with friends instead. Consequences (good or bad) follows afterwards.
-Discussion on making decisions and the consequences that follows. Example is whether to study the night before the test day or hang out with friends instead. Consequences (good or bad) follows afterwards.
Vocabulary
Vocabulary terms will be made on handouts and serve as background knowledge for the activity.
-Henry Kissinger
-Richard Nixon
-Leonid Brezhnev
-Realpolitik
-Detente
-Nixon's Visit to China
-Strategic Arms Limitation Treaty (SALT I)
-Henry Kissinger
-Richard Nixon
-Leonid Brezhnev
-Realpolitik
-Detente
-Nixon's Visit to China
-Strategic Arms Limitation Treaty (SALT I)
Content Delivery
-Teacher assigns students in groups by counting 1-6. It will come up to five groups of six students.
-Only one group acts as the United States, and for the other four groups; two act as Major Powers, and the other two act as Colonies. The four groups will come up with a country name for their team for distinction. Also, each group must designate a team member as the leader of that country.
-Each 'nation' must make their case to win the support of the U.S. for their cause. The list of instructions are that the Major Powers want to keep their colonies while defeating the their rivaling major power, and the colonies want to gain their independence. Each team also provides an account of their country's location and what they produce in their country (which will be written on the white board for other countries to see). This is to explain that sometimes alliances are made not just for power, but also for geographical locations and resources.
-Teacher makes it a time limit of 15-20 minutes for the four countries to come up with a list of activities of what they are going to do once they get the support of the U.S., as well as provide a proof of alliance (that must be signed from that country's leader) all written in their piece of paper titled "The Document".
-Only one group acts as the United States, and for the other four groups; two act as Major Powers, and the other two act as Colonies. The four groups will come up with a country name for their team for distinction. Also, each group must designate a team member as the leader of that country.
-Each 'nation' must make their case to win the support of the U.S. for their cause. The list of instructions are that the Major Powers want to keep their colonies while defeating the their rivaling major power, and the colonies want to gain their independence. Each team also provides an account of their country's location and what they produce in their country (which will be written on the white board for other countries to see). This is to explain that sometimes alliances are made not just for power, but also for geographical locations and resources.
-Teacher makes it a time limit of 15-20 minutes for the four countries to come up with a list of activities of what they are going to do once they get the support of the U.S., as well as provide a proof of alliance (that must be signed from that country's leader) all written in their piece of paper titled "The Document".
Student Engagement
-Students in their assigned groups already know what activities they have to do. The one group that is the U.S. will weigh in the concerns of other countries. Rather than sitting around and waiting to collect the documents from each country, each member of the U.S. group will be assigned to observe one of the four other countries. This method is for the U.S. group to hear about the plans the countries have to win the support of the U.S.
-For the Major Powers and colonies, they must write on a piece of paper titled "The Document" that lists out the activities that will happen if they got the support of the U.S. It is a requirement that they at least make an alliance with one other country by having one member communicate with another group and have that group's leader sign the alliance in "The Document". When they write on "The Document", they must also answer these questions, as it shows what kind of decisions each country is going to make, thus revealing the alliances with other countries they have in mind:
_How can we gain the support of the U.S.? What do we have to offer them in return for their aid?
_As a colony of a Major Power, do can we make allies with the rivaling nation? Or do we make alliances with the other colony to gain both our independences from the Major Powers with the aid of the U.S.? Or do we set aside our differences with our colonizers and work to defeat the rivaling Major Power?
_As a Major Power, how do we suppress the colonies and that rival nation? Do we make allies with that other colony? Or do we make amends with our rival and work with the aid of the U.S. to make our colonies subservient to us?
-As each group finishes answering the questions, the U.S. members will collect it and weigh in the options to see who wrote a reasonable and rewarding cause. Then the U.S. team members come to an agreement and make an announcement on which country to support, and the list of activities that will reveal the alliances being made, which lead to the surprise of others.
-For the Major Powers and colonies, they must write on a piece of paper titled "The Document" that lists out the activities that will happen if they got the support of the U.S. It is a requirement that they at least make an alliance with one other country by having one member communicate with another group and have that group's leader sign the alliance in "The Document". When they write on "The Document", they must also answer these questions, as it shows what kind of decisions each country is going to make, thus revealing the alliances with other countries they have in mind:
_How can we gain the support of the U.S.? What do we have to offer them in return for their aid?
_As a colony of a Major Power, do can we make allies with the rivaling nation? Or do we make alliances with the other colony to gain both our independences from the Major Powers with the aid of the U.S.? Or do we set aside our differences with our colonizers and work to defeat the rivaling Major Power?
_As a Major Power, how do we suppress the colonies and that rival nation? Do we make allies with that other colony? Or do we make amends with our rival and work with the aid of the U.S. to make our colonies subservient to us?
-As each group finishes answering the questions, the U.S. members will collect it and weigh in the options to see who wrote a reasonable and rewarding cause. Then the U.S. team members come to an agreement and make an announcement on which country to support, and the list of activities that will reveal the alliances being made, which lead to the surprise of others.
Lesson closure
-Discussion about how the events unfolded when the U.S. made a decision to support one nation over others.
-Have students and their groups reflect on how ruthless the activity was, which gives them an understanding on how foreign policies function.
-Have students and their groups reflect on how ruthless the activity was, which gives them an understanding on how foreign policies function.
Assessments
-Formative: Creation of each group's "documents", interaction with other groups for 'deals', U.S. group weighing the content of requests & pleas from other groups
-Summative: Each group delivers their plea of wanting the U.S. group to support them, U.S. group makes final decision on which nation to support.
-Summative: Each group delivers their plea of wanting the U.S. group to support them, U.S. group makes final decision on which nation to support.
Accomodations
-English Learners: Be paired in groups with mainstream English speakers.
-Striving Readers: Instructions on activities as well as copies of the group's "documents".
-Students w/ Special Needs: Accommodated accordingly with the group assigned into.
-Striving Readers: Instructions on activities as well as copies of the group's "documents".
-Students w/ Special Needs: Accommodated accordingly with the group assigned into.
Resources
-Books: Textbook for vocabulary
-Handouts: Instruction for activity that is downloaded, plus one paper work of nation's biography and activities.
-Materials: Paper, pencils, pen, color pencils, Posters
-Handouts: Instruction for activity that is downloaded, plus one paper work of nation's biography and activities.
-Materials: Paper, pencils, pen, color pencils, Posters