Standard #: SS.912.CG.4.2


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Explain how the United States uses foreign policy to influence other nations.


Clarifications


Clarification 1: Students will explain how the policies of other nations influence U.S. policy and society.

Clarification 2: Students will identify agencies of the U.S. government that contribute to its foreign policy agenda (e.g., National Security Agency, Central Intelligence Agency).

Clarification 3: Students will explain the advantages and disadvantages of how nongovernmental organizations (NGOs) influence foreign policy (e.g., United States Agency for International Development, Red Cross, American Woman Suffrage Association, Amnesty International).

Clarification 4: Students will explain how U.S. trade policy influences its relationships with other nations (e.g., China, Saudi Arabia).

Clarification 5: Students will explain how the use of embargos and economic sanctions by the United States has affected other nations (e.g., Cuba, Iran, Syria).

Clarification 6: Students will explain the U.S. response to international conflicts.



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Related Access Points

Access Point Number Access Point Title
SS.912.CG.4.AP.2 Identify how the United States uses foreign policy to influence other nations.


Related Resources

Lesson Plans

Name Description
Fundamental Concepts and Interrelationships of the United States Economy in the International Marketplace

In this lesson plan, students will debate questions concerning the effects of U.S. trade policy, embargoes, economic sanctions, (positive/negative[pros/cons]) on other nations. Students will evaluate the impact of U.S. foreign policy through the lens of contemporary issues in world affairs and draw informed conclusions on these actions. Students will select and read artifacts from the Library of Congress and apply economic principles to analyze and interpret interrelationships of the United States economy in the international marketplace. Students will deliberate, debate, and defend conclusions drawn from their findings.

Evaluate How The U.S. Uses Foreign Policy to Influence Other Nations.

In this lesson plan, students will analyze U.S. trade agreements with other nations. Teacher or student groups will select an artifact from the recommended attached resource list to read for information regarding trade and policy. They will create a poster or digital flyer on the advantages and disadvantages of U.S. trade agreements based on the information gathered. 

Cold War Alliances (1 of 3)
  • Students will read primary source text from the start of the Cold War. The text will identify the struggle between the democratic nations of the United States and Great Britain to limit the spread of communism by the Soviet Union.
  • Along with reading, analyzing, and text-marking, students will answer guided questions related to the text.
  • As a final closing activity, students will predict how the events in the quotation will lead to a growing political divide in Europe during the Cold War.
How the United States uses foreign policy to influence other nations.

Students will examine U.S. trade policies/agreements with other nations including: international trade, free trade, and trade barriers [e.g. WTO, EU, NAFTA, ASEAN]. They will form small groups and select 3 countries [e.g. Canada, Cuba, Iran, Syria, China, North Korea, Saudi Arabia, Russia], and 3 government systems [autocracy, democracy, monarchy, oligarchy republic, theocracy] to investigate/review for U.S. trade policies, trade agreements, and/or embargos. Using artifact resources, search for patterns (similarities/differences; advantages/disadvantages) and form inferences about how the U.S. influences other nations.

Cold War Alliances (3 of 3)

On a blank map, students will identify the political alliance of European countries during the Cold War. A political map of Europe will be provided for students to reference when completing their activity.

U.S. Foreign Trade Policy

In this lesson plan, students will read and examine brief case studies about various U.S. policies related to international trade. They will analyze these cases and identify how the U.S. responded to international conflict and make predictions about future decisions.

Globalization and Trade Activity

An interactive student led trade activity. Students will need to problem solve, negotiate and compromise to be successful. World event cards will implement sanctions, embargoes and establishing free trade zones students will need to navigate through. This group activity followed by class discussion will keep students engaged while learning how embargoes and sanctions affect other nations and why nations sometimes establish free trade zones.

International Trade Barriers

In this lesson plan, students will be introduced to international trade, barriers to trade, free trade zones, U.S. Government agencies and policy related to international trade.

Cold War Alliances (2 of 3)
  • Students will be asked to identify the establishment of alliances during the Cold War. Links to two separate brief articles will be provided for students to learn about the creation of the North Atlantic Treaty Organization (NATO) and the Warsaw Pact.
  • A guided chart will be included for students to track the alliance of numerous countries. After, students will answer an analysis question comparing the creation and membership of the two separate alliances.
Democracy and U.S. Foreign Policy During the Cold War

Students will become familiar with the creation and implementation of U.S. foreign policy during the Cold War. This lesson will introduce students to the creation of both the Marshall Plan and Truman Docrtine, and how they were both used as tools to contain the spread of communism.

Part 2: From Refugees to Embassies: Ambassador James G. McDonald

Through a two-part gallery walk activity students will view historical documents and investigate diplomatic efforts of governments and nongovernmental organizations to aid refugees from Nazi Germany in the 1930s and 1940s. Students will also learn about the diplomatic career of James G. McDonald preceding and including his service as the first U.S. Ambassador to the new State of Israel.

Part 1: From Refugees to Embassies: Ambassador James G. McDonald

Through a two-part gallery walk activity students will view historical documents and investigate diplomatic efforts of governments and nongovernmental organizations to aid refugees from Nazi Germany in the 1930s and 1940s. Students will also learn about the diplomatic career of James G. McDonald preceding and including his service as the first U.S. Ambassador to the new State of Israel.

Non-governmental Agencies and U.S. Foreign Policy

In this lesson, students will explore various nongovernmental agencies and evaluate the advantages and disadvantages associated with utilizing them as part of U.S. foreign policy.

U.S Environmental Foreign Policy

Students will explore how the environmental policies of different countries influence what we consume and how the sustainability of those products influence our society in this integrated lesson plan.

The Future of Fission and Fusion

Students will work collaboratively to investigate the current use of fission as an energy source in various nations across the world, as well as the safety risks associated. They will also explore the potential of fusion as a future energy source and how their assigned nation/organization interacts globally with the scientific community to further its progress.

The Cuban Missile Crisis and U.S. Foreign Policy

A general overview of the cause, events, and outcome of the Cuban Missile Crisis. The lesson includes close look at foreign policy decisions made by President Kennedy helped to avoid nuclear war during the event.

Teaching Idea

Name Description
Grades 9-12 Civics Family Guide: Standard 4

This Grades 9-12 Civics Family Guide provides some ideas and activities to support civics education when at home, out and about, and in the community. The activities provided align to the civics learning benchmarks within Standard 4 at these grade levels.

Video/Audio/Animations

Name Description
Portraits in Patriotism - Alejandro Brice: Middle - High School

Alejandro Brice and his family immigrated from Cuba at the beginning of the Cuban Revolution. His father was jailed as a counter-revolutionary sympathizer and upon release, the family fled the country. Dr. Brice shares his memories of his “freedom wings”, the culture shock of growing up in Ohio as immigrants, learning English in elementary school, watching his family start over, and becoming a U.S. Citizen. Dr. Brice is a college professor specializing in the education of immigrant children and English language learners.

Portraits in Patriotism - Ivonne Blank: Middle and High School

Ivonne Blank immigrated to the United States in 1961 as part of Operation Pedro Pan, the largest exodus on unaccompanied minors in the Western Hemisphere. Ms. Blank talks about how difficult it was waiting for her parents and living in an orphanage in Denver, CO. Her parents later left the island by boat, were rescued by the Coast Guard, and resettled in the United States. After the family was reunited, they were able to rebuild their lives with support from their community. Ms. Blank went on to become a lifelong educator and U.S. citizen.

Parent Resources

Teaching Idea

Name Description
Grades 9-12 Civics Family Guide: Standard 4:

This Grades 9-12 Civics Family Guide provides some ideas and activities to support civics education when at home, out and about, and in the community. The activities provided align to the civics learning benchmarks within Standard 4 at these grade levels.



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