DIPLOMATIC DUTIES
Examining the Development of American Foreign Policy

Grades:  6-8, 9-12

Subjects:  American History, Civics, Global History, Language Arts, Social Studies

Related New York Times Article
"How to Win Friends and Influence Small Countries, By TOM ZELLER", March 17, 2003

Overview of Lesson Plan:: In this lesson, students will research and illustrate the diplomatic policies of American presidents, and write letters critiquing the policies of specific presidents.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

1. Examine an idea behind the Monroe Doctrine, one of the first American foreign policy documents.
2. Explore the positions and relationships of small countries on the United Nations Security Council by reading and discussing "How to Win Friends and Influence Small Countries."
3. Research the diplomatic policies of American presidents and create an presentation poster illustrating this president's foreign policy.
4. Write letters to particular presidents analyzing their foreign policies.

RESOURCES / MATERIALS:

• student journals
• pens/pencils
• paper
• classroom blackboard
• copies of "How to Win Friends and Influence Small Countries" (one per student)
• resources about American foreign policy and diplomacy (American history and global history textbooks, computers with Internet access)

ACTIVITIES / PROCEDURES:

1. WARM-UP/DO NOW: Students respond to the following quotation in their journals (written on the board prior to class or copied into a handout for easier student access): "'In the wars of the European powers in matters relating to themselves we have never taken any part, nor does it comport with our policy so to do. It is only when our rights are invaded or seriously menaced that we resent injuries or make preparation for our defense.' -President James Monroe, State of the Union Address, December 2, 1823." In your own words, what does this quotation mean? How does this quotation show the role of the United States as a world power? What reasons are given for the United States to get involved in war?" After a few minutes, allow students to share their responses. Explain to students that the ideas behind this State of the Union address eventually became a document of United States foreign policy called the Monroe Doctrine. This document states that no European power will become involved in the affairs of the American continents, except with consent from the United States. Although originally documented in 1823, the Monroe Doctrine was not called by this name until 1852, and was not used by an American president until 1895. (Teachers may want to study more about the Monroe Doctrine prior to class at http://usinfo.state.gov/usa/infousa/facts/democrac/50.htm.) What is diplomacy? How are diplomatic relationships between countries formed? How do current United States actions of foreign policy relate to this quotation? What role does the United States play in world affairs?
2. As a class, read and discuss the article "How to Win Friends and Influence Small Countries," focusing on the following questions:
   1. Why might one "feel a twinge of empathy for the United States, Britain and Spain" according to the article?
   2. How many United Nations Security Council members must approve a resolution in order for it to pass?
   3. How many permanent members are on the Security Council?
   4. According to the article, how is the United States trying to sway the members of the Security Council?
   5. What happened to Yemen in 1990 that may show an example of the United States' influence over international diplomacy?
   6. According to the article, what "broader relationships" does the United States have with the following countries: Guinea, Cameroon, Chile and Mexico?
   7. Why would Hispanic Democrats in Congress call Mr. Bush's statement, "I expect Mexico to be with us," threatening?
   8. Which Security Council member still supports the March 17 deadline?
3. Divide students into six groups. Explain that each group will be working together to research the diplomacy of a different president for a presentation poster that illustrates this president's major achievements in American diplomacy. Assign each group an American president, such as: William McKinley, Theodore Roosevelt, Woodrow Wilson, Franklin D. Roosevelt, Harry S. Truman, John F. Kennedy, Lyndon B. Johnson, and George H.W. Bush. Encourage students to focus their research on policies that shaped American involvement in other countries by answering the following questions:
   • When was this person president?
   • What were the goals of this administration?
   • What were the major issues in the United States during this time?
   • What were the current events during this person's presidency?
   • Were there any major wars or political confrontations during this presidency? Make a list of the wars or confrontations and the countries involved in each.
   • What measures of diplomacy did this president approve during his term(s) in office?
   • How did these courses of action affect the relationship of the United States and other countries?
   • In terms of foreign relations, what is this president most remembered for? (Whenever possible, find exact dates for specific actions, legislation, speeches, etc.)
   Once research is completed, each group should work together to complete their presentation poster. At the top of the poster, students should include the name of their assigned president and the dates covered by their research.
   Allow students to present their posters in chronological order in a future class. Posters can be hung up in the classroom or school library.
4. WRAP-UP/HOMEWORK: Individually, students will write a letter to the president that they researched during class. Students should compliment and criticize the diplomatic actions of this person, as well as explain how the foreign policies of this person has helped to shape today's current events. In addition, students may pose questions, or alternate actions that this president could have taken.

DISCUSSION QUESTIONS:

• What is the purpose of the United Nations?
• What is the purpose of the Security Council?
• Why is the United States so adamant about going to war with Iraq?
• What consequences or actions might the United States face if it goes against resolutions decided by the Security Council?
• Why do economic policies influence politics?

EVALUATION / ASSESSMENT:
Students will be evaluated based on thoughtful journal responses, meaningful participation in class and group discussions, thorough research on an assigned president and the completion of a presentation poster, and thoughtful completion of a letter to their assigned president.

VOCABULARY:
pacifist, moot, posture, quid pro quo, merits, gamut, retribution, stipulation

EXTENSION ACTIVITIES:

1. Write a research paper profiling one of the countries that is undecided on whether or not to back the United States in a war with Iraq, such as Cameroon, Guinea, Chile, Angola, Mexico and Pakistan.
2. Create a dictionary of terms relating to foreign policy, such as: embassy, ambassador, secretary of state, prime minister, United Nations, foreign policy, treaty, etc.
3. Study the United Nations Security Council and prepare an oral report explaining how countries become members of this council and how their votes are weighted or counted.
4. Write a brief report explaining what happened at the meeting in the Azores. Which countries were represented? What was decided?

INTERDISCIPLINARY CONNECTIONS:
Geography- On a world map, locate and label the countries on the United Nations Security Council who are undecided in the war against Iraq, such as Cameroon, Guinea, Chile, Angola, Mexico and Pakistan.

Economics- Look at the total United States budget. How much of this is allocated for international affairs? Create a pie chart illustrating how the money earmarked for other nations is divided. Which countries receive the most money? Which countries receive the least? How does this budget compare to the international budgets of other presidencies?

Media Studies- How do other nations view the actions of the United States in the issue with Iraq? Survey a variety of newspapers from around the world and create a list of different viewpoints and opinions. Summarize each article's position with a quotation.

Copyright 2003
The New York Times Company