September 19, 2001

HEEDING ADVICE
Learning About Foreign Perspectives on Impending Warfare

Grades:  6-8,9-12

Subjects:  American History, Current Events, Global History

Related New York Times Article
"Blair and Chirac Heading to U.S. for Show of Unity", By JANE PERLEZ, September 19, 2001

Overview of Lesson Plan: In this lesson students compare and examine various foreign perspectives on the Bush administration's plans for military action.

SUGGESTED TIME ALLOWANCE:  1 hour

OBJECTIVES:
Students will:

  1. Articulate their opinions on foreign support of U.S. military action.
  2. Analyze several world leaders' opinions of U.S. military action and the establishment of a coalition against terrorism by reading and discussing the article "Blair and Chirac Head to U.S. For Talks and a Show of Unity."
  3. Further investigate various foreign perspectives and interests.
  4. Synthesize, present, and process this information as statements in a mock international summit with follow-up roundtable discussion.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO-NOW: Students respond to the following questions in their journals, written on the board prior to class: Do you think that all foreign countries and world leaders should openly support the Bush administration's plans for military action? Why or why not? Students then share their responses. As a class, read and discuss the article "Blair and Chirac Head to U.S. For Talks and a Show of Unity," focusing on the following questions:
    1. Which European leaders plan to meet with President Bush?
    2. Why do these leaders want to visit the U.S.?
    3. What is the European Union doing to address the issue of terrorism?
    4. According to the article, if military action is taken which European country will most likely offer its troops?
    5. What does the Bush administration mean by reserving "the right to act unilaterally"?
    6. How has NATO (North Atlantic Treaty Organization) responded to the attacks in the United States?
    7. According to the article, what are the opinions of the French and German defense ministers?
    8. What did Minister Richard of France mean when he referred to "bellicose statements from Washington"?
    9. To what other event did some European leaders compare the current discussion of military strategy between the U.S. and Europe?
    10. In what other countries outside of Europe, according to the article, do leaders express reservations about warfare? What are their reasons?
    11. Which leader has been considered the most supportive of the Bush administration's plans? What are his reasons?
    12. Why did King Abdullah of Jordan cancel his trip to the U.S., according to the author?
    13. What are Israeli Prime Minister Sharon's views on plans to create a coalition against terrorism? Why does he have these opinions, according to the article?
  2. Divide students into groups to represent various foreign (non-U.S.) viewpoints. The number of groups should be based on the availability of classroom resources and number of students. States or world powers whose perspectives might be addressed include Britain, France, Germany, the European Union, Canada, Jordan, Israel, the Occupied Territories, Pakistan, and Afghanistan (the Taliban regime). Explain to students that, although it is unlikely that many of these leaders would meet in a common forum to discuss their perspectives, this is an exercise in examining viewpoints from outside the United States. Have each group research and draft and a statement to represent its nation's position using the following criteria:
    • the current leader's position on participating in a coalition on terrorism and possible warfare
    • the current defense leader's position on participating in a coalition on terrorism and possible warfare
    • dissenting or alternative opinions from other government leaders or citizens
    • a brief history of political and diplomatic relations with the U.S.
    • a brief history of economic relations with the U.S.
    • at least three official statements or reported quotations from that country regarding the terrorist attacks on the U.S.
  3. WRAP-UP/HOMEWORK: Once group research is completed, each member writes a statement from one of the above roles (leader of the country, defense leader, etc.) summarizing that person's position, to present at a mock emergency summit meeting in the next class period. After each group has presented its statements, students may participate in a roundtable discussion using the discussion questions below as a framework for dialogue.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on their written journal entries, participation in class discussions, group research and written country statements, and participation in emergency summit meeting.

VOCABULARY:
solidarity, coalition, terrorism, summit, pooling, hastily, rhetorical, ally, unilaterally, constrained, administration, reservations, bellicose, resorting, squabbles, unequivocal, retaliation, reticence, stalled, intelligence, galvanized, nascent

EXTENSION ACTIVITIES:

  1. One of the roles of the European Union is that of Western European peacekeeper. Investigate the EU's position on military action, the European Foreign and Security Policy, and the new dialogue among Europol (the EU police) and the CIA and FBI. Write an editorial about how the EU might help the U.S. in its "war against terrorism."
  2. In his 1973 essay, "The Americans," Gordon Sinclair provided a historical list of services and support the U.S. has provided for other nations. Read or listen to the essay (Audio: http://www.cfrb.com/archives/american.html or Text: http://www.cfrb.com/archives/american2.html, then choose one of the examples of American helpfulness Sinclair mentions to research. Create a visual display of your findings.
  3. Research relations between the U.S. and Afghanistan. Create a timeline of the most significant events.

INTERDISCIPLINARY CONNECTIONS:
Civics- Britain's current support of U.S. policy is but one example of a long history of Anglo-American relations. Create a chart tracing each of the three branches of the American government's "roots" in Anglo tradition.

Economics- This article mentions the stalled free trade agreement between the U.S. and Jordan. Research and write an analysis of Jordan's economy. Be sure to include the drafting of this agreement under the last presidential administration. How will this free trade agreement affect both countries if it is passed?

Fine Arts- The terrorist attacks of September 11, 2001 have brought out many positive sides of people. Rescue workers, volunteers, and thousands of others have shown support in various ways. Thinking of some of these positive characteristics, compose a song that will commemorate this time. Use a theme like heroism or unification as a starting point.

Math- Many people around the world have used "Numerology" to find answers or clues to the atrocities in the U.S. using the date the attacks occurred: September 11, 2001. Finding meaning in dates and numbers through numerology has been attempted throughout history. What is numerology? Research examples of numbers with hidden meanings and write an essay: "Numerology: Fact or Fiction?"

Media Studies- Poll friends, family, and neighbors on their opinion of the Bush administration before and after its response to the attacks. Have their opinions changed? Then, compare newspaper articles published before and after the events at the World Trade Center and the Pentagon. Has media coverage of the administration changed? Write an article for the school newspaper presenting and analyzing your results.

Copyright 2001
The New York Times Company

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