| # | Title | Analytical Tools | Format | Tags | Topics | Historical Period | Location | ||
|---|---|---|---|---|---|---|---|---|---|
| 1 | -Overview of the Search: fopo-basic | combination | Planning - Case Teaching | fopo-basic | foreign policy, security, levels of analysis, worldviews | contemporary | n/a | ||
| Summary: This overview is a specialized table of contents to assist review of database materials for lesson planning. In outreach to local high schools, USC student volunteers in the Teaching International Relations Program (TIRP) are equipped to teach analytical tools using cases and activities for decision-making and problem-solving. Because the database serves a variety of projects, custom tags will select limited collections designated for TIRP topics. Guides for selected items will point to further database resources. | |||||||||
| Source: USC CALIS | |||||||||
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Handout: .doc
| .docx
| .pdf
Guide: .doc |0641g.docx | 0641g.pdf PowerPoint: .pptx |
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| ID: 641 | |||||||||
| 2 | Dilemmas & Decisions: What Priorities Determine Foreign Aid? | DEPPP - Worldviews | Role Play / Simulation | fopo-basic | foreign policy, foreign aid, military aid, development, political economy | contemporary | multiple countries | ||
| Summary: A role-play exercise where students analyze priorities for aid from conflicting perspectives. They must allocate a limited budget to recipients of US foreign assistance, and determine the type of assistance (economic or military). The exercise begins with a review of the Top 15 Recipients of foreign aid to determine any patterns, major questions, and issues about US foreign aid. | |||||||||
| Source: USC - CALIS. Adapted from CTIR -- Center for Teaching International Relations -- du.edu/ctir - in Global Issues: Activities and Resources for the High School Teacher by Kenneth Switzer and Paul Malloy, 1979. | |||||||||
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Handout: 0004.doc
| .docx
| .pdf
Guide: 0004g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 4 | |||||||||
| 3 | Foreign Policy -Let's get personal! | Levels of Analysis | Think-Pair-Share | fopo-basic | security, pre-emptive strike, individual responsibility, ethics | contemporary | United States | ||
| Summary: Discussion questions about the policy of preemption follow from a quote that "individuals are the only true actors in IR". Includes the question if Americans should cast their vote regarding a preemptive strike against Iran. Suggested for use with the boat scene from The Dark Knight where passengers take a vote regarding preemption. Intended for use with Just War Criteria. (Part of HSLC 2010: Foreign Policy & Ethics) | |||||||||
| Source: USC CALIS | |||||||||
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Handout: 0518.doc
| .docx
| .pdf
Guide: 0518g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 518 | |||||||||
| 4 | Foreign Policy and National Attributes: Domestic Sources of Foreign Policy | Levels of Analysis | Role Play / Simulation | fopo-basic | governance, foreign policy, national attributes, domestic politics | contemporary | Australia, Brazil, Congo, India, Nigeria, United States | ||
| Summary: Six country profiles are provided for students to identify domestic factors that would influence foreign policy. Countries must respond to five scenarios where their foreign policy reflects relevant domestic factors. Group debrief focuses on types of factors that influence countries in a similar way. | |||||||||
| Source: USC CALIS. Revised from unidentified original pdf source by Erin Hern, CALIS Program Coordinator, 2007. | |||||||||
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Handout: 0079.doc
| .docx
| .pdf
Guide: .doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 79 | |||||||||
| 5 | Human Rights and Foreign Policy: Nation of Shenzi | Concept Map | Role Play / Simulation | fopo-basic | foreign policy, human rights, development | contemporary | United States | ||
| Summary: Simulation presents U.S. foreign policy options toward a hypothetical country engaged in severe human rights abuses. Students choose among general strategies and among specific options ranging from military intervention to food aid or investment. Optional worksheet uses a policy framework of "carrots, sticks, and sermons". Includes a comparison chart for extension to real cases, both historical and current. | |||||||||
| Source: CTIR -- Center for Teaching International Relations -- du.edu/ctir. Permission received to offer this activity as a sample lesson from Teaching About Human Rights, David Shiman. | |||||||||
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Handout: 0058.doc
| .docx
| .pdf
Guide: 0058g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 58 | |||||||||
| 6 | Human Security Agenda: How secure are you? | Continuum - Other | Think-Pair-Share | change-sec, fopo-basic | governance, human rights | contemporary | United States, global | ||
| Summary: Continuum worksheet: On a scale of 1--10, place each of the seven forms of security on the continuum based on your own feelings today about life in the United States. Includes an overhead to take a group poll of lowest & highest rankings and then have students explain ratings relative to others' reasoning and evidence. The origin of the concept of human security can be traced to the Human Development Report of 1994, issued by the United Nations Development Programme --UNDP. Suggested to compare the Human Security Agenda with the Sustainable Development Goals (SDGs) set in 2015 as the 2030 Agenda. (Part of HSLC 2013: Globalization, Governance and Human Security) | |||||||||
| Source: USC CALIS | |||||||||
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Handout: 0686.doc
| .docx
| .pdf
Guide: 0686g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 686 | |||||||||
| 7 | Ideal Democracy: The Circle | Continuum - Other | Case Reading - Literature | my-democracy, fopo-basic | governance, democracy, technology, social media, compulsory voting, drones | contemporary | United States | ||
| Summary: Literature connection: democracy. The Circle by Dave Eggers has been called the first dystopian novel about social media. In this activity, two passages explore the potential for complete democracy afforded by new technology. Case activity includes "self-ranking" about decision-making and voting. Part B leads up to a drone strike scenario: "...imagine you had the direct and immediate ability to influence U.S. foreign policy... There might come a day?there should come a day?when all Americans are heard in such matters." A third reading (Part C), is an actual grant announcement to develop mobile apps for classroom use toward civic engagement. | |||||||||
| Source: USC CALIS | |||||||||
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Handout: 0810.doc
| .docx
| .pdf
Guide: 0810g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 810 | |||||||||
| 8 | International Priorities | DEPPP - Worldviews | Role Play / Simulation | world-vw, fopo-basic | worldviews, development, foreign aid | contemporary | hypothetical developing countries | ||
| Summary: Role-play with six different groups that are each assigned a worldview. **Students first need an introduction to Worldviews. Groups are given five profiles of "critically poor countries" along with six different types of aid to recommend (e.g. technical assistance, food aid, military assistance). According to their worldview, each group ranks the countries in terms of aid priority and determines which types of aid are most strategic. The scenario setting is an international conference sponsored by the OECD and Group of 77. | |||||||||
| Source: USC School of International Relations -- Steven Lamy, Professor. | |||||||||
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Handout: 0007.doc
| .docx
| .pdf
Guide: .doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 7 | |||||||||
| 9 | Iraq War, 2003: A root cause or convergence? | Levels of Analysis | Think-Pair-Share | loa-war, fopo-basic | security, causes of war, foreign policy, pre-emptive strike, pre-emptive war vs. preventive war | contemporary | United States, Iraq, Middle East | ||
| Summary: 3-step activity: How can you determine and defend your opinion about the primary reasons for the US invasion of Iraq? Includes the US invasion as a turning point in US foreign policy with the Bush Doctrine of Pre-emption. Begins with a list of factors and statements that students assign to different levels of analysis. Factors are then placed in an analytical frame for levels. In groups, students represent each level to make a case for how factors at that level were the primary cause for the US invasion. Note: students should first be introduced to the levels tool before using this activity. | |||||||||
| Source: USC CALIS | |||||||||
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Handout: 0446.doc
| .docx
| .pdf
Guide: 0446g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 446 | |||||||||
| 10 | Just War Criteria | Ethical Principles & Paradigms | Think-Pair-Share | fopo-basic | human rights, security, foreign policy | contemporary | Iran, United States, Middle East | ||
| Summary: Worksheet of "just war" criteria where students determine if a preemptive military action against Iran would meet each criteria. **Students first need background on nuclear weapons issues with Iran. (Part of HSLC 2010: Foreign Policy & Ethics) | |||||||||
| Source: USC CALIS | |||||||||
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Handout: 0516.doc
| .docx
| .pdf
Guide: 0516g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 516 | |||||||||
| 11 | MWH 10.9.2 - Competition for Influence: Egypt - the Suez Crisis, 1959 | DEPPP - Multiple Perspectives | Case Reading - Other | fopo-basic | security, foreign policy | 20th century, Cold War Era | Egypt, France, Israel, Canada, United Kingdom, United States, Soviet Union, Middle East | ||
| Summary: Three "cold war narratives" regarding the Suez Crisis that support students to: Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile. Intended as support materials for California standard 10.9.2 in Modern World History (MWH). | |||||||||
| Source: USC CALIS | |||||||||
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Handout: 0362.doc
| .docx
| .pdf
Guide: 0362g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 362 | |||||||||
| 12 | Name that Tune! Distinguish Levels of Analysis in US Foreign Policy Making | Levels of Analysis | Think-Pair-Share | loa-war, fopo-basic | security, foreign policy, preemption, terrorism, regime change | contemporary | United States, Iran, Iraq, North Korea | ||
| Summary: An introductory activity for students to practice distinguishing the three levels of analysis while also identifying many kinds of variables at each level. Intended as a short warm-up before using the tool with other activities and cases. See "axis of evil" for a follow-up activity using DEPP with the same three countries in this intro -- Iran, Iraq, North Korea -- identified by President George Bush in the War of Terror. | |||||||||
| Source: USC CALIS | |||||||||
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Handout: 0213.doc
| .docx
| .pdf
Guide: 0213g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 213 | |||||||||
| 13 | NPR: Jordan Accused of Harboring Sweatshop Factories | Concept Map | Case Reading - News & Editorials | glo-labor, fopo-basic | globalization, human trafficking, government boycott, corporate ethics | contemporary | Jordan, United States, China, Bangladesh | ||
| Summary: Report concepts include: slave labor, human trafficking, international labor standards, labor migration. Includes a "word theme" active reading strategy. Also includes worksheet -- "what is this case about" -- to identify dynamics at the heart of the case. | |||||||||
| Source: NPR copyright 2006. Kristen Gillespie, 06-26-2006. Customized transcript by USC CALIS, 2007. Launched with NPR permission as pilot materials for the High School Case Teaching Initiative. Downloads are for educational use only. | |||||||||
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Handout: 0286.doc
| .docx
| .pdf
Guide: 0286g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 286 | |||||||||
| 14 | NPR: White House Approach to Iran Stirs Concerns | Concept Map | Case Reading - News & Editorials | fopo-basic | security, foreign policy, coalition strategy, cultural identity, world order models | contemporary | Iran, Iraq, United States, Middle East | ||
| Summary: Thesis: US policy toward Iran is provocative and thus very dangerous at the same time that it may not even be aimed at Iran but more about distraction from Iraq or signaling to allies. Part of Religion, Identity and Global Governance (RIGG) and HSLC 2007: Iran: Building stability in the Middle East. | |||||||||
| Source: NPR copyright 2007. Jackie Northam, 01-31-2007. Customized transcript by USC CALIS, 2007. Launched with NPR permission as pilot materials for the High School Case Teaching Initiative. Downloads are for educational use only. | |||||||||
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Handout: 0297.doc
| .docx
| .pdf
Guide: 0297g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 297 | |||||||||
| 15 | Security in the International System: Key Concepts - Worldviews DEPPP | DEPPP - Worldviews | Think-Pair-Share | world-vw, deppp basics, steelmanning, fopo-basic, #argument | security, stability, arms race, arms control, disarmament, foreign policy | contemporary | United States | ||
| Summary: A foundational exercise for students to identify and juxtapose key concepts from conflicting worldviews for how to achieve security. Process includes components to explicitly establish the purpose of the DEPPP process: a multiple perspectives analysis to systematically compare the logic and merit of opposing views. The powerpoint guides students through the exercise. Connects to steel man argumentation and the ethics of argument. (Originally part of HSLC 2010: Foreign Policy & Ethics) | |||||||||
| Source: USC CALIS based on the Worldviews DEPPP analytical framework by Professor Steven Lamy, USC School of International Relations | |||||||||
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Handout: 0172.doc
| .docx
| .pdf
Guide: 0172g.doc |.docx | .pdf PowerPoint: DEPPP_worldviews_security.pptx |
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| ID: 172 | |||||||||
| 16 | Trent Lott, the Southern Shrimp Alliance, and Vietnamese Seafood | Concept Map | Case Reading - Other | glo-trade, glo-dev, mkt-govt, fopo-basic | globalization, political economy, trade, protectionism, dumping | contemporary | United States, Vietnam | ||
| Summary: Case illustrates free trade v fair trade dilemmas regarding development: the irony that successful development leads to greater market competition from new producers - which in turn, encourages old producers to lobby for government intervention and seek a policy of protectionism. In this case, the US successfully supports a Vietnamese industry so that Vietnam develops a comparative advantage in the international market and competes effectively with US producers. Guide points to application of several frames for political economy. | |||||||||
| Source: USC CALIS. Prepared by Joshua Holland, CALIS Research Associate, School of International Relations, USC, 2004. | |||||||||
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Handout: 0259.doc
| .docx
| .pdf
Guide: 0259g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 259 | |||||||||
| 17 | U.S. Foreign Policy - Setting Priorities | DEPPP - Worldviews | Think-Pair-Share | fopo-basic, world-vw | security, foreign policy | contemporary | United States | ||
| Summary: Student role-play activity to set US foreign policy priorities according to worldviews. (Part of HSLC 2010: Foreign Policy & Ethics and HSLC 2013: Globalization, Governance and Human Security) | |||||||||
| Source: USC CALIS | |||||||||
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Handout: 0511.doc
| .docx
| .pdf
Guide: 0511g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 511 | |||||||||
| 18 | Worldviews: Name that Tune! | DEPPP - Worldviews | Think-Pair-Share | world-vw, fopo-basic | belief systems, multiple perspectives | Medieval & Early Modern | Europe, western political thought | ||
| Summary: An introductory activity for students to dive in with identifying key words that distinguish the three worldviews. Students are provided with a table that outlines aspects of each view and use the table to analyze quotes by Hugo Grotius, Immanuel Kant and Niccolo Machiavelli. Students must cite evidence and clarify connections, matching each thinker with the view he represents. | |||||||||
| Source: USC CALIS. Worldviews developed by Steven Lamy, Professor of International Relations, USC. This exercise developed by Darcy Horak (2004), CALIS Program Coordinator and IR major (USC 2005), and based on Steven Lamy’s Contending International Issues, 1988. | |||||||||
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Handout: 0778.doc
| .docx
| .pdf
Guide: 0778g.doc |.docx | .pdf PowerPoint: .pptx |
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| ID: 778 | |||||||||