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"To the Ends of the Earth and Beyond" is a curriculum-based program focusing on the role of the U.S. Navy in exploration and diplomacy throughout U.S. history. For students to have a successful experience teachers are encouraged to use as many of the activities in this packet as possible. The packet is divided into four sections: (1) "Navigation"; (2) "To the Ends of the Poles"; (3) "Commodore Perry and Japan"; and (4) "Undersea Exploration." It contains activities that develop skills in writing, reading, researching, critical thinking, and creative expression, while providing a historical look at important naval accomplishments. It is appropriate for students in grades 4-8. Contains an answer key. (BT)

Using primary documents, maps, and visual data, this lesson packet describes how President Dwight Eisenhower working at his Gettysburg, Pennsylvania, farm, which is on the Historic Register of Historic Places, used personal diplomacy to help ease the tensions of the Cold War. The lesson materials can be used in U.S. history units on the Cold War, or in government and world affairs units on negotiation and conflict resolution. The unit outlines objectives for students and gives a list of materials students need for the lesson. The packet includes background materials, maps, readings, visual images, student activities, and a list of supplementary resources. (MM)

This briefing book provides background information on current foreign policy issues. This edition discusses the following major issues: (1) "U.S. in a New World: What Goals? What Priorities?"; (2) "United Nations: What Role in the New World?"; (3) "Germany's Role: In Europe? In the Atlantic Alliance?"; (4) "China: New Reforms, Old Politics?"; (5) "Trade and the Global Economy: Projecting U.S. Interests"; (6) "Russia and the Central Asian Republics: After Independence, New Directions?"; (7) "India and Pakistan: Collision or Compromise?"; and (8) "Children at Risk: Abroad and at Home." The activity book contains activities on each subject and five handout mastersheets related to world areas and topics. (EH)

International treaties have played a central role in diplomatic history since the rise of the modern nation state. Since the end of World War II, more treaties have been formed than in the preceding four centuries. The year 2001 marks the 50th anniversary of the San Francisco Peace Treaty. This unit provides students with historical knowledge of the San Francisco Peace Treaty and the global issues that influenced its signatories (United States and Japan) in 1951. Through role-playing activities, analysis of primary sources, and writing assignments, students develop a solid understanding of the early Cold War era. They learn about the Treaty's long-term implications through a discussion on contemporary war, grievance-related issues, and by reading speeches by U.S. and Japanese government officials. The introduction provides an overview; gives a rationale and unit goals; discusses linkages to History-Social Science Standards for Public Schools; notes materials and equipment needed; suggests grade levels and subjects; and addresses activities sequence, time needed, homework, and small-group roles. Lessons in the unit are: (1) "Postwar Era and the Origins of the Cold War"; (2) "Perspectives on the San Francisco Peace Treaty and Conference: Using Primary and Secondary Sources"; (3) "Contemporary Issues: The San Francisco Peace Treaty and the Question of War Responsibility"; and (4) "Epilogue: The San Francisco Peace Treaty and U.S.-Japan Relations." Appended are the full text of the San Francisco Peace Treaty; figures related to Japan's postwar reparations; 36 general and geography-specific references, and references for each lesson. (BT)

This teacher resource text and student text are part of a continuing series on current and historical international issues, placing special emphasis on the importance of educating students in their participatory role as citizens. It steps back from the day-to-day turmoil in Russia to examine the issues that most deeply affect the United States. At the core of the unit are four distinct options for U.S. policy. Each option contains a different perspective on the threats and opportunities presented by conditions in Russia. The background reading provides students with the knowledge needed to take part in the debate on the U.S. role in Russia's post-Cold War transition. Part 1 offers an historical overview of U.S. relations with the Russian empire and the Soviet Union. Part 2 surveys the economic and political changes that Russia has undergone since the Soviet collapse, with special attention given to Russia's evolving foreign policy. Part 3 concentrates on the leading challenges facing U.S. policymakers with respect to Russia and its neighbors. An optional reading features an excerpt from a Soviet-era textbook. Includes five- and three-day lesson plans. (BB)

In this high school U.S. government and U.S. history curriculum unit, students examine in depth the Monroe Doctrine. Detailed activities are provided to teach students about the origins of the Monroe Doctrine and its subsequent impact on U.S. foreign policy. The materials include informational handouts for students, background information for teachers, lesson ideas and outlines, black line masters, rubrics, application to civics and history standards, and primary source documents, including correspondences and diaries of key figures in the development of the Monroe Doctrine. (RJC)

In this high school U.S. government and U.S. history curriculum unit, students examine in depth the expansion of the North Atlantic Treaty Organization (NATO). Detailed activities are provided to teach students about the origins of NATO, its impact on U.S. foreign policy, and its future directions, particularly the enlargement of NATO in the post-Cold War world. The materials include informational handouts for students, background information for teachers, lesson ideas and outlines, black line masters, rubrics, application to civics and history standards, and primary source documents, including the correspondence of key figures in the history and development of NATO, newspaper articles, and transcripts of Congressional testimony. (RJC)

In this high school U.S. government and U.S. history curriculum unit, students examine in depth the annexation of the Philippines. Detailed activities are provided to teach students about U.S. foreign policy, the growth of the United States as a world power, and expansion and colonization in the Pacific Ocean. The materials include informational handouts for students, background information for teachers, lesson ideas and outlines, black line masters, rubrics, application to civics and history standards, and primary source documents, including correspondence and diaries of key figures in the annexation of the Philippines, newspaper articles, and state department documents. (RJC)

In this high school U.S. government and U.S. history curriculum unit, students examine in depth the establishment of the state of Israel. Detailed activities are provided to teach students about the role of the United States in the creation of the nation of Israel. The materials include informational handouts for students, background information for teachers, lesson ideas and outlines, black line masters, rubrics, applications to civics and history standards, and primary source documents, including correspondence and diaries of key figures in the creation of Israel, newspaper articles, and official documents from the United States, United Kingdom, and United Nations. (RJC)

The syllabus outlines a college level international relations seminar with a neo-Marxist theoretical orientation. The objective of the seminar is to present an historical and comparative approach to a study of the evolution of the international political economy. Following an introduction explaining seminar objectives, grading, and course requirements, the syllabus is presented in 16 categories--one for each week of the course. Topics are course organization, overview of the modern world system, origins of capitalism, origins of the modern world system (1450-1560), key features of the modern world system, crisis in the system, the mercantilist world system (1600-1800), British dominance (1650-1789), industrial revolution, the French Revolution, adaptations to change, class struggle in the 19th and 20th centuries, revolution and crises, the American world system (1939-?), and the possibility of a socialist world system. For each topic, information is presented on background, required reading, and recommended reading. Readings are selected from the disciplines of economic, social, diplomatic, and political history. Required and recommended references are coded as to whether they represent a typical capitalist or Marxist viewpoint. (DB)

Presents a lesson plan that analyzes and interprets the symbolic content of six political cartoons published in the United States during the juncture and aftermath of the Spanish-American War. Includes instructions for preparation, reproductions of six cartoons suitable for hand-outs, and a series of discussion questions. (MJP)

Presents a lesson plan designed by a high school history class that uses primary documents to examine aspects of the Spanish-American War. Excerpts from six documents include newspaper accounts, poems, parodies, and political tracts. Includes questions for writing assignments and an example of a typical student response. (MJP)

Presents a series of activities using the Internet as a research source for studying the Spanish-American War. Each activity is designed to work with one of the seven multiple intelligences: intrapersonal, verbal/linguistic, musical/linguistic, visual/spatial, bodily/kinesthetic, interpersonal, and mathematical. Includes the lyrics to Bob Marley's, "Buffalo Soldiers." (MJP)

Notes the upcoming 100th anniversary of the Spanish-American War and recommends an interdisciplinary study of that conflict. Discusses various aspects of the war (yellow journalism, imperialism, military campaigns) that could be integrated into the study of history, government, and literature. Includes a list of comparison topics and learning activities. (MJP)

Outlines a series of simulation activities using historical incidents to illustrate the importance of the decision-making process. Students act out historical roles as the leaders of Austria-Hungary, Germany, and Russia in the days leading up to World War I and as the Tsar of Russia after the Bloody Sunday massacre. (MJP)

Presents a lesson plan that introduces the concept of diplomacy and provides students with opportunities to examine the ways in which United States interests are communicated to other governments. Outlines various diplomatic tools (summits, treaties, military action, sanctions) and asks students to identify and analyze relevant current events. (MJP)

Presents a lesson plan centering on the importance of Fort Hancock, the military facilities that defend the harbor in New Jersey. Instructional materials include maps, photographs, background material and history, and suggested activities. The lesson could be part of a unit on U.S. foreign policy, military history, or technology and society. (MJP)

This annual briefing book focuses on eight topics related to U.S. foreign policy. The essays provide an overview of the geographic area or subject of concern. The volume's introduction features a discussion of how U.S. foreign policy is made. The eight essays include: (1) "Today's Media: What Voice in Foreign Policy" (Raymond Carroll); (2) "Northeast Asia: Strategic Crossroads" (James Shinn); (3) "Russia and the U.S.: Growing Cooperation?" (Ted Hopf); (4) "Terrorism and Crime: A More Dangerous World" (David C. Morrison); (5) "European Integration: What Future for Europe and the U.S.?" (Andrew Moravcsik); (6) "Environmental Threats to Stability: The Role of Population Growth" (Gail Robinson; William Sweet); (7) "Middle East: Peace and the Changing Order" (F. Gregory Gause III); and (8) "Globalization: Workplace Winners and Losers" (Bruce Stokes). Each essay is accompanied by discussion questions, suggested readings, resource organizations, and an opinion ballot that can be returned to the Foreign Policy Association for tabulation. (EH)

This unit is part of a continuing series on current foreign policy issues. The first section asks students to consider Russia's future as if they were Russian. Background readings provide information to help students address policy issues and include: (1) "Lessons from Russia's Past"; and (2) "Exploring the New Russia." Once students have discussed background issues they are faced with the policy options: (1) "Strength in Unity"; (2) "Proceed with Caution"; and (3) "Look Outward." The second section asks students to see the world through Russian eyes and to contemplate Russian choices in the areas of economic development, political organization, and foreign policy. The core of the section offers three distinct directions, or futures, for Russia in the coming years. Each future is grounded in a clearly defined philosophy about Russia's place in the world and offers broad guidelines on fundamental public policy issues in Russia. The background reading prepares students to assess Russia's policy choices. Part 1 surveys four key periods of reform in Russian history, ranging from the reign of Peter the Great to the Gorbachev era. Part 2 reviews the momentous changes that have taken place in Russia since the collapse of the Soviet Union, focusing in particular on new political thinking, economic reform, and Russia's evolving international relations. The unit involves role playing as well as policy research and debate. (Contains supplementary documents and suggests readings at the end of section 1.) (EH)

This unit is part of a continuing series on current foreign policy issues. The first section asks students to join the debate on U.S. policy toward Russia and its neighbors in the former Soviet Union (FSU). Background readings provide information to help students address policy issues and include: (1) "Two Centuries of U.S.-Russian Relations"; (2) "Keeping Up with a Changing Russia"; and (3) "Challenges Facing the United States." Once students have discussed background issues they are faced with the policy options to: (1) "Guide Russia Forward"; (2) "Keep the Lid On"; (3) "Declaw the Russian Bear"; and (4) "Mind Our Own Business." The second section accompanies a student book of background readings and foreign policy options. The five-day lesson plan and student activities has students explore policy relations with the former Soviet Union and debate what course of action the United States should pursue through a simulation activity. The lesson titles include: (1) "Examining the Principles of U.S. Cold War Policy"; (2) "Assessing the Reform Process in Russia'; (3) "Role Playing the Four Options: Organization and Preparation"; (4) "Role Playing the Four Options: Debate and Discussion"; and (5) "Fleshing Out Policy." (Contains supplementary documents and suggested readings at the end of section 1.) (EH)