Foreign Policy Crisis Simulation
Created byWilliam Merkel
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Foreign Policy Crisis Simulation

Grade 10Social Studies1 days
The Foreign Policy Crisis Simulation is a dynamic learning experience for 10th-grade social studies students, inviting them to explore international diplomacy, economic sanctions, and military action. Through role-playing and simulated crisis resolution activities, students gain a comprehensive understanding of foreign policy tools and their ethical implications. The project emphasizes critical thinking and argumentation as students draft resolutions, debate military action, and analyze economic sanctions, ultimately developing strategic approaches to international crises. By engaging in these interactive activities, students are encouraged to consider the ethical dilemmas and unintended consequences of foreign policy decisions.
Foreign PolicyDiplomacyEconomic SanctionsMilitary ActionEthical ImplicationsInternational CrisisSimulation
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we effectively address an international crisis by integrating diplomacy, economic measures, and military action while considering ethical implications and unintended consequences?

Essential Questions

Supporting questions that break down major concepts.
  • What are the key tools of foreign policy, and how do they function in achieving a country's international objectives?
  • How does diplomacy work through international organizations such as the United Nations in resolving global conflicts?
  • What role does the State Department play in formulating and executing foreign policy?
  • Under what circumstances might a country use economic sanctions or military action as a part of its foreign policy?
  • What are the ethical considerations involved when deploying different foreign policy tools in international relations?
  • In what ways can foreign policy strategies lead to both positive outcomes and unintended consequences?
  • How do different countries prioritize among diplomacy, economic measures, and military action to address international crises?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Identify and explain the various tools of foreign policy and their functions in international relations.
  • Analyze the role of diplomacy and organizations like the United Nations in resolving global conflicts.
  • Evaluate the ethical considerations and potential consequences of using foreign policy tools such as sanctions and military action.
  • Develop strategies to address international crises using a combination of diplomacy, economic, and military measures.
  • Write and present well-reasoned arguments on foreign policy decisions considering both intended outcomes and ethical implications.

Common Core Standards

CCSS.ELA-LITERACY.RH.9-10.8
Primary
Assess the extent to which the reasoning and evidence in a text support the author's claims.Reason: Students will be analyzing texts related to foreign policy tools such as documents from the United Nations and the State Department, assessing claims and reasoning.
CCSS.ELA-LITERACY.WHST.9-10.1
Primary
Write arguments focused on discipline-specific content.Reason: Students will need to construct well-reasoned arguments about foreign policy strategies and their ethical implications.

C3 Framework for Social Studies

D2.Civ.13.9-12
Primary
Evaluate public policies in terms of intended and unintended outcomes, and related ethical considerations.Reason: The project involves evaluating various foreign policy tools and their impacts, aligning well with assessing policies on these criteria.
D2.Civ.6.9-12
Secondary
Analyze the purposes, implementation, and consequences of public policies in multiple realms of government.Reason: Students will explore how different foreign policy tools are used to achieve governmental objectives, essential for understanding public policies.

Entry Events

Events that will be used to introduce the project to students

Role-Playing Game: International Peace Negotiation

Begin with a live-action role-playing game where students take on roles as ambassadors of different countries involved in a crisis. Through negotiations and alliances, they experience the nuances and challenges of international diplomacy firsthand, offering diverse inquiry paths based on political, social, and economic conflicts.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Diplomacy Dialogues

Students engage in a mock UN assembly where they draft a resolution to address a simulated international crisis.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Assign students countries they will represent in the assembly.
2. Provide background information on the crisis and different countries’ interests.
3. Facilitate a discussion among students, encouraging them to draft provisions for a resolution.
4. Review and finalize the resolution as a class, ensuring it addresses different aspects of the crisis.

Final Product

What students will submit as the final product of the activityA drafted resolution ready to be presented at the mock assembly.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the CCSS.ELA-LITERACY.RH.9-10.8 standard by having students assess and synthesize information to support their claims in the provisioned resolution.
Activity 2

Sanction Strategists

Students explore the use of economic sanctions as a tool of foreign policy by analyzing case studies and drafting a sanction plan.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of economic sanctions with examples from history.
2. Assign each pair or group a case study of a past sanction event.
3. Analyze the case study to identify intended and unintended consequences.
4. Draft a proposed sanction strategy to solve the current simulated crisis.

Final Product

What students will submit as the final product of the activityA written sanction strategy plan, highlighting its potential impacts and ethical considerations.

Alignment

How this activity aligns with the learning objectives & standardsAligns with D2.Civ.13.9-12 by encouraging evaluation and strategizing sanctions considering ethical and consequence aspects.
Activity 3

Military Action Debate

Students engage in a debate on the ethics and effectiveness of military actions in foreign policy.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide students into two groups representing pro-military action and anti-military action views.
2. Provide resources for each group to research supporting arguments.
3. Facilitate a structured debate, encouraging evidence-based arguments.
4. Reflect on the debate to identify key insights and differing perspectives.

Final Product

What students will submit as the final product of the activityA reflective essay summarizing arguments and personal stance on military action post-debate.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.WHST.9-10.1 by having students craft arguments considering discipline-specific content.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Foreign Policy Tools Simulation Rubric

Category 1

Understanding of Foreign Policy Tools

Assessment of student's knowledge and explanation of foreign policy tools such as diplomacy, economic sanctions, and military action.
Criterion 1

Explanation of Foreign Policy Tools

Evaluates the student's ability to accurately explain the functions and purposes of diplomacy, economic sanctions, and military action.

Exemplary
4 Points

Provides a thorough and precise explanation of each tool, including specific examples and their historical and current relevance.

Proficient
3 Points

Clearly explains each policy tool with relevant examples, showing a good understanding of their purposes and significance.

Developing
2 Points

Provides a basic explanation of each tool, mentioning examples, but lacks depth in understanding.

Beginning
1 Points

Offers minimal explanation of tools with few or no examples, lacking accuracy and depth.

Criterion 2

Integration of Multiple Tools in Crisis Resolution

Measures the student's ability to integrate diplomacy, economic sanctions, and military action in resolving an international crisis.

Exemplary
4 Points

Strategically integrates all tools in a nuanced and balanced manner, considering ethical implications and potential outcomes.

Proficient
3 Points

Effectively combines tools to address the crisis, taking into account some ethical implications and outcomes.

Developing
2 Points

Attempts to integrate tools but lacks sophistication and comprehensive consideration of implications.

Beginning
1 Points

Struggles to integrate tools effectively, overlooking major ethical and outcome considerations.

Category 2

Ethical Reasoning and Critical Thinking

Evaluation of the ability to reason ethically and critically when deploying foreign policy tools.
Criterion 1

Evaluation of Ethical Considerations

Assesses how well students consider ethical dimensions and unintended outcomes in their proposals.

Exemplary
4 Points

Insightfully analyzes ethical considerations, providing comprehensive reflections on potential outcomes.

Proficient
3 Points

Analyzes ethical aspects with clear articulation of considerations and potential outcomes.

Developing
2 Points

Recognizes ethical dimensions with limited analysis and articulation of outcomes.

Beginning
1 Points

Shows minimal awareness of ethical considerations and outcomes.

Criterion 2

Argumentation in Debate and Discussion

Evaluates the quality of arguments and use of evidence in debates and discussions related to foreign policy tools.

Exemplary
4 Points

Presents compelling arguments with strong, well-cited evidence, demonstrating exceptional reasoning skills.

Proficient
3 Points

Presents clear, well-reasoned arguments supported by adequate evidence.

Developing
2 Points

Presents arguments with some supporting evidence but lacks depth and thorough reasoning.

Beginning
1 Points

Struggles to construct coherent arguments with minimal evidence.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has participating in the role-playing game and simulation expanded your understanding of the complexities involved in international diplomacy and foreign policy?

Text
Required
Question 2

To what extent do you feel confident in your ability to analyze public policies in terms of their intended and unintended outcomes?

Scale
Optional
Question 3

Which foreign policy tool (diplomacy, economic sanctions, military action) do you believe is most effective in resolving international crises, and why?

Text
Required
Question 4

Reflect on the ethical considerations you discussed during the Military Action Debate. How have these considerations affected your views on foreign policy?

Text
Required
Question 5

How well did the portfolio activities help you achieve the learning goals related to understanding and applying foreign policy strategies?

Multiple choice
Optional
Options
Very helpful
Somewhat helpful
Neutral
Not very helpful
Not helpful at all