Chapter 1:Thinking about Global Politics Classroom Analytical Activities and Discussion Questions Although the following activities focus on classroom activities, they also can serve as outside assignments with slight modifications. 1. Write the words International Politics on the blackboard or overhead, and have the class brainstorm about the meaning of this term and any word associations it brings to mind. List the words and phrases students call out on the board or overhead. Ask students who offer words to connect their words to a word that is on the board, and have them explain the connections. Draw lines connecting new terms to words already on the board. For example, a student may associate “faraway” with “international politics,” while the next student may connect “faraway” with “weird.” Connect these terms with lines. Once you have a sufficient number of words, ask students to work in groups and generate categories to organize the terms. Discuss the categories and begin to organize the terms. Once categories exist, ask the class to discuss how the terms and the categories suggest attitudes toward international politics. As a variation, consider listing terms and asking students to classify them into three categories: what we know, what we do not know, what we would like to know. This activity sensitizes students to their perceptions, and it provides a sense of the class’s knowledge base, perceptions, and misperceptions. The activity described in the question aims to engage students in thinking critically about the concept of international politics. Here's a suggested approach to framing an answer based on the activity description: 1. Brainstorming Words and Phrases: Start by writing "International Politics" on the board and ask students to call out any words or phrases that come to mind. List these responses without judgment or commentary. 2. Connecting Words and Phrases: Encourage students to explain the connections between the words and phrases they offer. For example, if a student associates "faraway" with "international politics," ask them to explain why they make that connection. This helps reveal students' initial perceptions and associations with the topic. 3. Organizing into Categories: After collecting a sufficient number of words and phrases, ask students to work in groups to generate categories that can organize these terms. For example, terms like "conflict," "diplomacy," and "security" might fall under a category like "Key Concepts in International Politics." 4. Discussing Attitudes Toward International Politics: Once categories are created, lead a discussion on how these terms and categories suggest attitudes toward international politics. For example, if many terms are related to conflict and war, it may indicate a perception of international politics as inherently conflictual. Encourage students to consider alternative perspectives. 5. Classifying Terms into Categories: As a variation, list the terms and ask students to classify them into three categories: what we know, what we do not know, and what we would like to know. This can help students reflect on their knowledge gaps and interests in the subject. 6. Reflection and Discussion: Conclude the activity with a reflection on the class's knowledge base, perceptions, and misperceptions about international politics. Discuss how these initial perceptions might influence their study of global politics and encourage an open-minded approach to learning about complex issues. Overall, this activity aims to sensitize students to their perceptions of international politics and create a foundation for further exploration and critical thinking in the field. 2. Bring in a recent issue of a major newspaper. Pass sections around the room and have students identify stories with an international component. These will range from overt stories about international meetings to stories about international politics as well as science, business, and local political stories that have international dimensions. Help students create links by discussing some stories. The activity described in the question is designed to help students identify and analyze international components in news stories from a major newspaper. Here's a suggested approach to framing an answer based on the activity description: 1. Selecting a Newspaper: Choose a recent issue of a major newspaper with a broad international coverage, such as The New York Times, The Guardian, or The Washington Post. 2. Identifying International Components: Pass sections of the newspaper around the room and ask students to identify stories with an international component. Encourage them to look for stories that explicitly mention other countries or involve global issues. 3. Discussing Various Types of International Stories: Guide students to identify different types of international stories, including: • Overt stories about international meetings (e.g., summits, conferences). • Stories about international politics (e.g., diplomatic relations, conflicts). • Science stories with international dimensions (e.g., global health issues, scientific collaborations). • Business stories with international implications (e.g., global trade agreements, multinational corporations). • Local political stories with international dimensions (e.g., immigration policies, global impact of local elections). 4. Creating Links and Discussion: After students have identified international stories, facilitate a discussion to help them create links between these stories and broader concepts in international politics. Discuss how these stories reflect or influence global trends, relationships between countries, and international cooperation or conflict. 5. Reflection and Analysis: Conclude the activity with a reflection on the interconnected nature of global politics and the importance of understanding international components in news stories. Encourage students to think critically about how these stories shape their perceptions of global issues. Overall, this activity aims to enhance students' awareness of international dimensions in news media and develop their analytical skills in identifying and interpreting global politics in real-world contexts. 3. Ask students to imagine that the European Union and the members of NAFTA are waging a “trade war,” and this “trade war” has severely cut trade between the two blocs of countries. Have students discuss how this “trade war” might affect your family and friends. The activity described in the question is designed to prompt students to think about the potential impacts of a hypothetical trade war between the European Union (EU) and the members of the North American Free Trade Agreement (NAFTA) on their families and friends. Here's a suggested approach to framing an answer based on the activity description: 1. Setting the Scenario: Explain to students that they should imagine a scenario where the EU and NAFTA countries are engaged in a trade war, resulting in significantly reduced trade between the two blocs. 2. Identifying Potential Effects: Ask students to discuss how this trade war might affect their families and friends. Encourage them to consider both direct and indirect effects. For example: • Direct effects: Increased prices for imported goods from the EU or NAFTA countries, potential job losses in industries heavily reliant on trade with these regions. • Indirect effects: Economic downturn affecting businesses and employment opportunities, changes in consumer behavior due to higher prices or reduced availability of certain products. 3. Discussing Economic and Social Impacts: Facilitate a discussion on the broader economic and social impacts of the trade war. Encourage students to consider factors such as changes in living standards, access to goods and services, and potential political implications. 4. Encouraging Critical Thinking: Encourage students to think critically about the complexities of international trade and the interconnectedness of economies. Prompt them to consider alternative solutions or strategies that could mitigate the negative effects of the trade war. 5. Reflection and Discussion: Conclude the activity with a reflection on the importance of international cooperation in trade and the potential consequences of protectionist policies. Encourage students to think about how global politics can have real-world impacts on individuals and communities. Overall, this activity aims to stimulate critical thinking about the implications of trade wars and highlight the interconnected nature of the global economy. It encourages students to consider the broader implications of international politics on their own lives and communities. 4. Some students believe that “What happens in other countries doesn’t affect me.” Have students discuss whether they agree or disagree with this statement, using contemporary evidence to support their arguments. The activity described in the question is designed to prompt students to critically examine the statement "What happens in other countries doesn’t affect me" by using contemporary evidence to support their arguments. Here's a suggested approach to framing an answer based on the activity description: 1. Understanding the Statement: Begin by discussing the statement with the class to ensure everyone understands its implications. Explain that the statement suggests that events and issues in other countries have no impact on individuals in their own country. 2. Encouraging Discussion: Divide the class into groups and ask them to discuss whether they agree or disagree with the statement. Encourage students to consider both direct and indirect ways in which global events can affect individuals. 3. Using Contemporary Evidence: Have students use contemporary examples to support their arguments. Examples could include: • Economic globalization: How economic crises in one country can lead to global economic downturns, affecting job markets and prices of goods and services worldwide. • Environmental issues: How climate change and environmental degradation in one region can have global consequences, such as extreme weather events and food shortages. • Political instability: How conflicts and political unrest in one country can lead to refugee crises and impact global security. 4. Facilitating Debate: Encourage students to debate their points of view, considering counterarguments and alternative perspectives. This can help them develop critical thinking skills and understand the complexity of global interconnections. 5. Encouraging Reflection: Conclude the activity with a reflection on the interconnected nature of global politics and the importance of understanding international issues. Encourage students to consider how their actions and attitudes can contribute to global cooperation and understanding. Overall, this activity aims to challenge students' assumptions about the impact of global events on their lives and encourage them to consider the broader implications of global politics. It emphasizes the interconnectedness of the world and the importance of informed and engaged citizenship in a globalized society. 5. Often individuals feel overwhelmed as they contemplate what they can do to address global issues. “Think globally. Act locally” Is a well-known response to control those types of feelings. Have the students critique this approach in a classroom discussion or as a written assignment topic. The "Think globally. Act locally." approach is a well-known response to the feelings of overwhelm that individuals may experience when contemplating how to address global issues. This approach suggests that individuals should consider the broader global context of issues but focus their actions on making a difference within their own communities or immediate surroundings. While this approach has its merits, it also has limitations that students can critique in a classroom discussion or as a written assignment topic. One of the key merits of the "Think globally. Act locally." approach is that it empowers individuals to take action in ways that are tangible and meaningful within their own spheres of influence. By focusing on local actions, individuals can see the direct impact of their efforts, which can be motivating and can inspire others to take action as well. Additionally, acting locally can create a ripple effect, leading to broader change as others are inspired to follow suit. However, the "Think globally. Act locally." approach also has limitations that students can critique. One limitation is that local actions may not address the scale or root causes of global issues. For example, while reducing plastic waste in a local community is important, it may not solve the larger problem of global plastic pollution without broader systemic changes. Additionally, focusing solely on local action may lead to a disconnect from the broader global context of issues and the interconnectedness of global challenges. This narrow focus may limit individuals' understanding of the complexities of global issues and the need for global cooperation and policy changes. In critiquing the "Think globally. Act locally." approach, students can consider alternative or complementary approaches to addressing global issues. For example, they can explore the importance of advocacy and activism at the national and international levels, as well as the role of education and awareness-raising in promoting global understanding and cooperation. They can also discuss the need for collaboration and partnerships across borders to address shared global challenges. In conclusion, while the "Think globally. Act locally." approach has its merits, it is important for students to critically evaluate its limitations and consider how it can be complemented by other approaches to effectively address complex global issues. By encouraging students to think critically about this approach, educators can help them develop a deeper understanding of global politics and the importance of informed and engaged citizenship in a globalized world. 6. Ask the students the following question: “Do the September 11 attacks confirm a liberal or a realist approach to international politics?” Have students explore if it is possible that different approaches will prove more or less successful in different political contexts. The question posed to students regarding the September 11 attacks and their relationship to either a liberal or realist approach to international politics is complex and requires careful analysis. Here's a suggested approach to framing an answer based on the activity description: 1. Understanding Liberal and Realist Approaches: Start by explaining the key principles of both the liberal and realist approaches to international politics. • Liberal approach: Emphasizes cooperation, international institutions, and diplomacy to address global challenges. It views states as capable of overcoming conflicts through negotiation and shared values. • Realist approach: Emphasizes power, self-interest, and the anarchic nature of the international system. It views states as primarily concerned with their own security and survival, leading to competition and conflict. 2. Analyzing the September 11 Attacks: Encourage students to analyze the September 11 attacks in the context of these approaches. • Liberal perspective: Students might argue that the attacks demonstrated a failure of diplomacy and cooperation, highlighting the need for greater international engagement and understanding. • Realist perspective: Students might argue that the attacks were a result of power struggles and security concerns, showing the importance of states protecting their interests and security. 3. Considering Different Political Contexts: Prompt students to consider whether different approaches may be more or less successful in different political contexts. • For example, in addressing terrorism, a realist approach focused on security measures and military actions may be necessary to combat immediate threats. However, a liberal approach emphasizing long-term solutions such as addressing root causes of terrorism through development and education may also be important. 4. Exploring Complexity: Encourage students to explore the complexity of international politics and the limitations of rigid ideological approaches. • They may discuss how a nuanced understanding that combines elements of both approaches, known as neorealism or neoliberalism, may provide a more comprehensive understanding of global events. 5. Encouraging Debate and Discussion: Conclude by encouraging students to engage in a debate or discussion on the topic, considering different perspectives and the implications for future international relations. Overall, this activity aims to stimulate critical thinking about the nature of international politics and the ways in which different approaches can be applied to understand and address global events such as the September 11 attacks. It highlights the importance of considering context and complexity in analyzing political phenomena. 7. “The United States should determine its foreign policy on the basis of ‘right makes right’ rather than ‘might makes right.’” Have the class discuss this statement and use recent events to support their arguments. The statement "The United States should determine its foreign policy on the basis of 'right makes right' rather than 'might makes right'" raises complex questions about the principles that should guide a country's foreign policy. Here's a suggested approach to framing an answer based on the activity description: 1. Understanding the Statement: Start by discussing the meaning of "right makes right" and "might makes right" in the context of foreign policy. • "Right makes right": This principle suggests that a country's actions should be guided by moral or ethical principles, such as human rights, justice, and international law. • "Might makes right": This principle implies that a country's actions are justified based on its power and ability to enforce its will, regardless of moral considerations. 2. Discussing the Statement: Divide the class into groups and have them discuss the statement. Encourage students to consider the implications of each approach for U.S. foreign policy. • For "right makes right": Students might argue that a moral approach to foreign policy can enhance the country's reputation, strengthen international alliances, and contribute to global stability and peace. • For "might makes right": Students might argue that a pragmatic approach focused on power can be necessary to protect national interests, deter adversaries, and maintain international order. 3. Using Recent Events: Ask students to use recent events to support their arguments. Examples could include: • The U.S. response to human rights violations in countries like Syria or Venezuela, which could be seen as applying the "right makes right" principle. • The U.S. use of military force in conflicts like Iraq or Afghanistan, which could be seen as applying the "might makes right" principle. 4. Exploring Complexities: Encourage students to explore the complexities of foreign policy decision-making. Discuss how factors such as national interests, historical context, and global power dynamics can influence policy choices. 5. Encouraging Critical Thinking: Conclude by encouraging students to critically evaluate the statement and consider how a balance between moral principles and pragmatic considerations can be achieved in U.S. foreign policy. Overall, this activity aims to stimulate critical thinking about the principles that should guide U.S. foreign policy and the challenges of balancing moral ideals with strategic interests in a complex global environment. It encourages students to consider the implications of different approaches for U.S. engagement with the world. 8. Some argue that world politics affects everyone, and everyone needs to think in terms of global citizenship. Citizenship is easy to understand in a national context – for example, one is a citizen of the United States and not of France, Germany, or Russia. Ask students to comment on what it would mean to be a citizen of the world. Would the meaning of citizenship become clearer or might it disappear entirely? The concept of global citizenship is a complex and evolving idea that challenges traditional notions of citizenship tied to nation-states. Here's a suggested approach to framing an answer to the question: 1. Understanding Global Citizenship: Start by discussing what it means to be a citizen of the world. Global citizenship is often associated with a sense of belonging to a broader human community and a responsibility to address global challenges such as climate change, poverty, and human rights abuses. 2. Clarifying the Meaning of Citizenship: Ask students to consider how the meaning of citizenship might change in a global context. While citizenship in a national context is based on legal status and rights within a specific country, global citizenship is more about a sense of identity and responsibility to the planet and its inhabitants. 3. Challenges to Traditional Citizenship: Discuss how the concept of global citizenship challenges traditional notions of citizenship tied to national borders. Global citizenship suggests a shift from a mindset focused solely on national interests to one that considers the interests of the global community as a whole. 4. Impact on the Meaning of Citizenship: Prompt students to consider whether the meaning of citizenship would become clearer or disappear entirely in a global context. Some students may argue that global citizenship clarifies the shared responsibilities of individuals towards global issues, while others may argue that it dilutes the significance of national citizenship and sovereignty. 5. Exploring Perspectives: Encourage students to explore different perspectives on global citizenship. Some may view it as an opportunity to promote global cooperation and solidarity, while others may see it as a threat to national identity and autonomy. 6. Encouraging Critical Thinking: Conclude by encouraging students to think critically about the implications of global citizenship and how it might shape future approaches to governance, identity, and responsibility in a rapidly changing world. Overall, this activity encourages students to reflect on the evolving nature of citizenship and the challenges and opportunities presented by a globalized world. It stimulates critical thinking about the responsibilities of individuals in addressing global issues and the potential for a more inclusive and interconnected global society. 9. Political scientists often view the world differently. Divide the class into realist and liberal groups and select a number of “big” issues to debate. Students should present an argument from the perspective of the theory they represent. The debates should highlight the differences between the worldviews and help students understand the complexities of the different arguments. The activity described in the question aims to help students understand the differences between realist and liberal perspectives in political science by engaging them in a debate on "big" issues. Here's a suggested approach to framing an answer based on the activity description: 1. Dividing the Class: Divide the class into two groups, one representing the realist perspective and the other representing the liberal perspective. Explain to the students the basic principles of each perspective: • Realism: Emphasizes the importance of power, security, and self-interest in international relations. Realists believe that states are the primary actors in world politics and that their behavior is driven by a desire to maximize their power and security. • Liberalism: Emphasizes the importance of cooperation, institutions, and norms in international relations. Liberals believe that states can work together to achieve common goals and that international cooperation can help to solve global problems. 2. Selecting "Big" Issues: Choose several "big" issues for the debate, such as: • The use of military force in international conflicts • The role of international institutions in promoting peace and security • The impact of globalization on national sovereignty • The effectiveness of humanitarian intervention in response to human rights abuses • The importance of democracy and human rights in shaping international relations 3. Debate Format: Have each group prepare arguments from their respective perspectives on each issue. Encourage students to research and use evidence to support their arguments. The debate should highlight the differences between realist and liberal worldviews. 4. Facilitating the Debate: Conduct the debate, allowing each group to present their arguments and respond to counterarguments from the other group. Encourage students to engage in respectful and constructive dialogue, focusing on the merits of each perspective. 5. Reflecting on the Debate: After the debate, facilitate a discussion with the whole class to reflect on the differences between the realist and liberal perspectives. Encourage students to consider the complexities of international relations and how different theories can provide valuable insights into world politics. 6. Encouraging Critical Thinking: Conclude by encouraging students to think critically about the strengths and weaknesses of each perspective and how they might apply these insights to understand contemporary global issues. Overall, this activity aims to deepen students' understanding of realist and liberal perspectives in political science and how these theories shape our understanding of global politics. It encourages students to consider the complexities of international relations and the importance of theoretical perspectives in analyzing world events. 10. Realists strongly criticized the invasion of Iraq by the United States in 2003 to 2006. Ask students to elaborate on why realists opposed to the Iraq invasion. Does this mean that it the invasion was a liberal policy? Have students discuss how liberals might view the invasion? The question posed to students about the realist opposition to the 2003-2006 invasion of Iraq by the United States and whether this means the invasion was a liberal policy encourages critical thinking about the complexities of international relations. Here's a suggested approach to framing an answer based on the activity description: 1. Realist Opposition: Realists opposed the invasion of Iraq primarily because it was seen as a departure from realist principles of international relations. Realism emphasizes the importance of power, security, and self-interest in state behavior. Realists argued that the invasion was based on flawed intelligence about weapons of mass destruction (WMDs) and that it undermined international law and norms, particularly the principle of state sovereignty. 2. Not a Purely Liberal Policy: While the invasion of Iraq could be seen as promoting liberal ideals such as democracy and human rights (which are often associated with liberal foreign policy), it was not a purely liberal policy. The decision to invade was driven by a combination of factors, including perceived threats to national security, strategic interests in the region, and ideological considerations. 3. How Liberals Might View the Invasion: Liberals might view the invasion of Iraq through a different lens. They may have supported the idea of removing a dictator and promoting democracy, but they may have criticized the manner in which the invasion was carried out and its aftermath. Liberals might have emphasized the importance of multilateralism, international cooperation, and diplomacy in addressing global challenges, rather than unilateral military action. 4. Debate and Discussion: Encourage students to discuss and debate these perspectives, considering the arguments put forth by realists and liberals. This can help students understand the complexities of foreign policy decision-making and the different theoretical approaches to international relations. 5. Reflection: Conclude by encouraging students to reflect on the limitations of theoretical perspectives in fully explaining complex events like the Iraq invasion. Emphasize the importance of considering multiple perspectives and analyzing events from different theoretical frameworks to gain a more comprehensive understanding of global politics. Overall, this activity aims to stimulate critical thinking about the Iraq invasion and the different ways in which it can be analyzed from realist and liberal perspectives. It encourages students to consider the complexities of foreign policy and the importance of theoretical frameworks in understanding international relations. Out-of-Class Activities 1. Ask students to scan the news media (print and electronic) for a week and keep a list of international issues/events that could ultimately influence them, their family or friends, their community, or the United States. Select one issue and briefly describe how that issue might affect each of the groups above. Suggest steps that one might take to respond to the issue/event. The out-of-class activity described in the question aims to engage students in analyzing international issues/events that could potentially influence various groups, including themselves, their families or friends, their community, or the United States. Here's a suggested approach to framing an answer based on the activity description: 1. Scanning the News Media: Instruct students to scan the news media for a week and keep a list of international issues/events. They should select one issue/event for further analysis. 2. Selecting an Issue/Event: Students should choose an issue/event that they believe could have significant implications for themselves, their families or friends, their community, or the United States. Examples could include a global health crisis, a political conflict, an economic downturn in a major trading partner, or a natural disaster in a neighboring country. 3. Analyzing the Impact: For the selected issue/event, students should briefly describe how it might affect each of the groups mentioned: • Themselves: Students could consider how the issue/event might impact their daily lives, future opportunities, or sense of security. • Their families or friends: Students could reflect on how the issue/event might affect the well-being, safety, or livelihoods of their family members or friends. • Their community: Students could think about how the issue/event might impact the local economy, social cohesion, or community resources. • The United States: Students could analyze how the issue/event might affect U.S. foreign policy, national security, or economic interests. 4. Suggesting Response Steps: Students should suggest steps that one might take to respond to the issue/event, considering the potential impacts on themselves, their families or friends, their community, or the United States. Responses could include: • Staying informed: Following developments related to the issue/event through reliable news sources and updates from relevant authorities. • Engaging in advocacy: Supporting organizations or campaigns that address the issue/event and advocating for policy changes or humanitarian assistance. • Taking personal action: Making lifestyle changes or supporting initiatives that contribute to addressing the issue/event, such as reducing carbon footprint or donating to relief efforts. • Engaging in dialogue: Discussing the issue/event with others to raise awareness, promote understanding, and explore potential solutions. 5. Reflecting on Learning: Conclude by encouraging students to reflect on what they have learned from this activity, including the interconnectedness of global issues, the importance of staying informed, and the potential for individual and collective action in response to global challenges. Overall, this activity aims to help students understand the relevance of global issues/events to their lives and communities, as well as to encourage them to consider proactive responses to global challenges. It emphasizes the importance of informed citizenship and engagement with international affairs. 2. Have students construct a short public opinion poll designed to measure student opinion as to the amount of foreign aid that the United States sends abroad. In addition, students may wish to ask specific questions about the amount of aid the United States sends to particular countries. Once the students complete the brief survey, they should compare the results with the official numbers from sources like The Statistical Abstract of the United States. Were the actual numbers higher or lower than those stated by their fellow students? The out-of-class activity described in the question aims to engage students in understanding public perceptions of foreign aid and comparing them with official statistics. Here's a suggested approach to framing an answer based on the activity description: 1. Constructing the Poll: Instruct students to design a short public opinion poll on foreign aid. The poll should include questions about the perceived amount of foreign aid the United States sends abroad and specific questions about aid to particular countries or regions. Students can use online survey tools or paper surveys to collect responses. 2. Comparing with Official Numbers: After collecting responses, students should compare the results with official numbers from sources like The Statistical Abstract of the United States or the U.S. Agency for International Development (USAID). They can analyze whether the actual numbers are higher or lower than those stated by their fellow students. 3. Analyzing Discrepancies: If there are discrepancies between public perceptions and official numbers, students should discuss possible reasons for these differences. They can consider factors such as media coverage, political rhetoric, and misconceptions about foreign aid. 4. Reflecting on Findings: Encourage students to reflect on what they have learned from this activity. They can consider the implications of public perceptions of foreign aid for policy-making, public discourse, and global engagement. 5. Discussing Policy Implications: Conclude by discussing the broader policy implications of public perceptions of foreign aid. Students can explore how accurate perceptions of foreign aid can influence public support for international assistance programs and shape U.S. foreign policy decisions. Overall, this activity aims to help students understand the complexities of public opinion on foreign aid and the importance of accurate information in shaping perceptions and policy decisions. It encourages students to critically evaluate sources of information and consider the impact of public opinion on global politics. 3. Ask students to select a foreign country and research the levels of trade between that country and the United States, They should identify import levels, export levels, and the major goods and raw materials the two countries trade. Ask them to consider how this trade affects them and their families and how a disruption in the trading between the two countries would affect them. The out-of-class activity described in the question aims to engage students in researching the levels of trade between the United States and a foreign country, as well as the potential impacts of this trade on their lives. Here's a suggested approach to framing an answer based on the activity description: 1. Selecting a Foreign Country: Instruct students to select a foreign country for their research. Encourage them to choose a country that interests them or one that has significant trade relations with the United States. 2. Researching Trade Levels: Students should research the levels of trade between the United States and their chosen country. They should identify: • Import levels: The value and types of goods imported by the United States from the chosen country. • Export levels: The value and types of goods exported by the United States to the chosen country. • Major goods and raw materials traded: The key products and resources exchanged between the two countries. 3. Analyzing Impact: Ask students to consider how this trade affects them and their families. They can reflect on: • Consumer goods: How the availability and prices of products imported from or exported to the chosen country impact their purchasing decisions and daily lives. • Job market: How trade with the chosen country affects job opportunities in industries involved in trade. • Economic stability: How trade contributes to economic stability and growth in their local community and the country as a whole. 4. Considering Disruptions: Students should also consider how a disruption in trading between the United States and the chosen country would affect them. They can think about: • Supply chain disruptions: How interruptions in the flow of goods could impact the availability of certain products. • Economic impact: How a decrease in trade could affect job markets and local economies. • Geopolitical implications: How trade disruptions could impact international relations and geopolitical dynamics. 5. Reflecting on Findings: Encourage students to reflect on what they have learned from this research. They can consider the interconnectedness of the global economy and the implications of trade relations for individuals and communities. 6. Discussing Policy Implications: Conclude by discussing the broader policy implications of trade relations between the United States and other countries. Students can explore how trade policies impact international relations and economic development. Overall, this activity aims to help students understand the significance of international trade for their daily lives and the broader implications of trade relations between countries. It encourages students to think critically about the complexities of global economics and the interconnected nature of the world economy. 4. U.S. service women played a much more active role in the Iraq deployment than in previous mission. Have students research the role of women in the military to determine if gender appears in casualty figures. In addition, students should identify what roles women playing in the Iraq conflict. Students could prepare a report on who are the soldiers serving in Iraq. The out-of-class activity described in the question aims to engage students in researching the role of women in the military, particularly focusing on their involvement in the Iraq deployment. Here's a suggested approach to framing an answer based on the activity description: 1. Researching the Role of Women in the Military: Instruct students to research the role of women in the military, specifically focusing on their involvement in the Iraq deployment. They should consider the following aspects: • Gender in casualty figures: Students should examine whether gender appears in casualty figures, comparing the experiences of male and female service members in terms of injuries, fatalities, and other impacts of military service. • Roles in the Iraq conflict: Students should identify the roles that women played in the Iraq conflict, including combat roles, support roles, and other contributions to the mission. 2. Preparing a Report: Ask students to prepare a report based on their research findings. The report should include: • Overview of women in the military: Provide background information on the historical role of women in the military and how it has evolved over time. • Role of women in the Iraq conflict: Describe the specific roles that women played in the Iraq conflict, highlighting any challenges or barriers they faced. • Gender in casualty figures: Analyze the casualty figures to determine if gender played a role in the experiences of service members in Iraq. • Profiles of soldiers serving in Iraq: Provide profiles of female and male soldiers serving in Iraq, highlighting their backgrounds, motivations for service, and experiences in the conflict. 3. Reflecting on Findings: Encourage students to reflect on what they have learned from their research. They can consider the implications of gender in the military, including the challenges faced by female service members and the evolving role of women in combat. 4. Discussing Policy Implications: Conclude by discussing the broader policy implications of gender in the military. Students can explore how policies related to women's roles in the military have changed over time and how they might continue to evolve in the future. Overall, this activity aims to help students understand the role of women in the military, particularly in the context of the Iraq conflict, and to consider the broader implications of gender in military service. It encourages students to think critically about issues of gender equality and diversity in the armed forces. 5. Violent international conflicts can take a heavy toll on civilians. Ask students to focus on an international conflict and research the impact of this conflict on the civilian population. This will likely draw their attention to refugees, ethnic cleansing, or child soldiers. Encourage students to look beyond these direct impacts and to consider such indirect costs on civilians as issues of access to food and medicine stemming from international sanctions or the legacy of military conflicts including landmines or depleted uranium. The out-of-class activity described in the question aims to engage students in researching the impact of international conflicts on civilian populations. Here's a suggested approach to framing an answer based on the activity description: 1. Selecting an International Conflict: Instruct students to select an international conflict for their research. They should choose a conflict that interests them or one that has had significant humanitarian impacts on civilians. 2. Researching the Impact on Civilians: Students should research the impact of the selected conflict on the civilian population. They should consider both direct and indirect impacts, including: • Direct impacts: such as casualties, displacement, refugee flows, and human rights abuses. • Indirect impacts: such as access to food, medicine, and other basic necessities; the long-term effects of conflict on physical and mental health; and the socio-economic consequences of conflict. 3. Focusing on Specific Issues: Encourage students to focus on specific issues related to the impact of the conflict on civilians, such as: • Refugees: the number of refugees generated by the conflict, their living conditions, and their prospects for resettlement or return. • Ethnic cleansing: the targeting of specific ethnic or religious groups and the consequences for affected populations. • Child soldiers: the recruitment and use of child soldiers in the conflict and the long-term effects on their lives. 4. Considering Indirect Costs: Students should also consider the indirect costs of the conflict on civilians, such as: • International sanctions: the impact of sanctions on access to food, medicine, and other essential goods and services. • Legacy of military conflicts: the presence of landmines, unexploded ordnance, and environmental damage caused by military activities. 5. Preparing a Report: Ask students to prepare a report based on their research findings. The report should include: • Overview of the conflict: Provide background information on the conflict, including the parties involved, the causes of the conflict, and the timeline of events. • Impact on civilians: Describe the impact of the conflict on civilians, focusing on both direct and indirect impacts. • Policy implications: Discuss the policy implications of the conflict, including the role of the international community in addressing humanitarian needs and promoting peace and reconciliation. 6. Reflecting on Findings: Encourage students to reflect on what they have learned from their research. They can consider the broader implications of conflict on civilians and the challenges of protecting civilian populations in conflict zones. Overall, this activity aims to help students understand the human cost of international conflicts and to consider the broader implications of conflict on civilian populations. It encourages students to think critically about the role of the international community in addressing humanitarian needs and promoting peace and reconciliation in conflict-affected regions. 6. Ask students to identify an international issue of personal interest and concern. Ask them to research the issue and, once they feel knowledgeable about it, to write a letter suggesting a course of action to an appropriate U.S. governmental official or an official of a foreign government. Allow students to share letters and responses with the class. The out-of-class activity described in the question aims to engage students in researching and addressing an international issue of personal interest and concern. Here's a suggested approach to framing an answer based on the activity description: 1. Identifying an International Issue: Instruct students to identify an international issue that personally interests or concerns them. This could be a global health crisis, human rights violation, environmental challenge, or any other issue with global implications. 2. Researching the Issue: Students should research the chosen issue to gain a comprehensive understanding of its background, causes, current status, and potential solutions. They should use reputable sources such as academic journals, government reports, and international organizations' websites. 3. Writing a Letter: Once students feel knowledgeable about the issue, they should write a letter suggesting a course of action to an appropriate recipient. This could be: • A U.S. governmental official: if the issue requires action or policy changes from the U.S. government. • An official of a foreign government: if the issue involves international cooperation or diplomatic efforts. 4. Content of the Letter: The letter should include: • Introduction: Briefly introduce the issue and explain why it is important to the student. • Background: Provide a summary of the issue, including relevant facts and figures. • Suggested Course of Action: Propose a specific course of action that the recipient could take to address the issue. • Rationale: Explain why the suggested course of action is important and how it could help resolve the issue. • Conclusion: Thank the recipient for considering the letter and express hope for positive action. 5. Sharing Letters and Responses: Allow students to share their letters and any responses they receive with the class. This can facilitate discussion and allow students to learn from each other's perspectives and experiences. 6. Reflecting on the Experience: Encourage students to reflect on the experience of researching and writing the letter. They can consider the impact of their advocacy efforts and how they can continue to engage with global issues in the future. Overall, this activity aims to empower students to take action on international issues that are important to them and to engage with policymakers in a meaningful way. It encourages students to become informed and active global citizens. 7. Most people fall somewhere between realists and liberals according to the text. Challenge students to develop a set of questions about world politics that would assess whether someone is a liberal or a realist. Have students interview a range of people (family, friends, professors, and strangers) and attempt to classify them as either realists, liberals, or a mix of both. Share the findings with the class. The out-of-class activity described in the question aims to engage students in exploring the spectrum between realism and liberalism in global politics. Here's a suggested approach to framing an answer based on the activity description: 1. Developing a Set of Questions: Instruct students to develop a set of questions about world politics that would assess whether someone is a realist, a liberal, or a mix of both. The questions should cover a range of topics, such as international cooperation, use of military force, economic policies, and views on sovereignty and human rights. 2. Conducting Interviews: Ask students to interview a range of people, including family, friends, professors, and strangers, using the set of questions they developed. Encourage them to record the responses and any additional observations they make during the interviews. 3. Classifying Responses: Based on the responses they receive, students should attempt to classify each interviewee as either a realist, a liberal, or a mix of both. They can use their own judgment and the definitions of realism and liberalism provided in the text to guide their classification. 4. Sharing Findings: Allow students to share their findings with the class. They can present their interview results, discuss any patterns or trends they observed, and reflect on the diversity of perspectives they encountered. 5. Discussing Implications: Conclude by discussing the implications of the activity. Students can consider how individuals' views on world politics are shaped by their background, experiences, and beliefs, and how this diversity of perspectives contributes to the complexity of global politics. Overall, this activity aims to help students understand the nuances of realism and liberalism in global politics and to appreciate the diversity of perspectives that exist on world affairs. It encourages students to engage with different viewpoints and to think critically about their own beliefs and assumptions regarding global politics. 8. Ask students to identify a product that they buy regularly that is highly dependent on international trade (oil, coffee, clothes). Allow students to investigate the price of this good over time and to determine, where does it come from, who makes it, and what is the manufacturing process. This is an opportunity for students to learn about exchange rates, trade treaties, international labor standards, and tariffs. The out-of-class activity described in the question aims to engage students in understanding the complexities of international trade through the lens of a product they buy regularly. Here's a suggested approach to framing an answer based on the activity description: 1. Selecting a Product: Instruct students to identify a product that they buy regularly which is highly dependent on international trade. Examples could include oil, coffee, or clothes. Encourage them to choose a product they are interested in learning more about. 2. Investigating the Price and Origins: Students should investigate the price of the chosen product over time and determine where it comes from, who makes it, and the manufacturing process involved. They can use a variety of sources such as news articles, company websites, and trade publications. 3. Learning about International Trade: Through their research, students will learn about various aspects of international trade including: • Exchange rates: How fluctuations in exchange rates impact the price of the product. • Trade treaties: Any international agreements that affect the trade of the product, such as free trade agreements or tariffs. • International labor standards: The labor practices involved in the production of the product, including working conditions and wages. • Tariffs: Any taxes or duties imposed on the product when it is imported or exported. 4. Preparing a Report: Ask students to prepare a report based on their research findings. The report should include: • Overview of the product: Provide background information on the product, including its history and significance in international trade. • Price analysis: Describe the price trends of the product over time and explain any factors that have influenced these trends. • Supply chain analysis: Detail the supply chain of the product, including its origins, manufacturers, and distribution channels. • Impact of international trade: Discuss how international trade impacts the availability, price, and quality of the product. 5. Reflecting on Findings: Encourage students to reflect on what they have learned from their research. They can consider how their consumption habits contribute to the global economy and the implications of international trade for various stakeholders. Overall, this activity aims to help students understand the complexities of international trade and how it affects the products they buy regularly. It encourages students to think critically about the global supply chain and the interconnected nature of the world economy. 9. As a semester project, ask students to maintain a weekly journal of international politics. Using newspaper articles and Internet sources, they should record major events and consider how those events may influence them. Students should make one or two journal entries each week, and they may concentrate on a particular country or issue. The out-of-class activity described in the question aims to engage students in maintaining a weekly journal of international politics. Here's a suggested approach to framing an answer based on the activity description: 1. Setting Up the Journal: Instruct students to set up a weekly journal to record major events in international politics. They can use a physical journal or an electronic format, such as a blog or document. 2. Recording Major Events: Each week, students should record major events in international politics. They can use newspaper articles, online news sources, and other reputable sources to gather information. Events can include political developments, diplomatic relations, conflicts, and global initiatives. 3. Reflecting on the Events: For each major event recorded, students should consider how it may influence them personally. They can reflect on the potential impacts of the event on their community, country, or the world at large. They can also consider their own beliefs, values, and perspectives in light of the event. 4. Making Weekly Entries: Students should make one or two journal entries each week, focusing on a particular country or issue if they prefer. They should include a brief summary of the event, their reflections on its significance, and any questions or concerns it raises for them. 5. Final Project: At the end of the semester, students can review their journal entries and use them as the basis for a final project. This could be a reflective essay, a presentation, or a multimedia project that highlights their insights and observations from the semester. 6. Sharing Insights: Encourage students to share their insights and observations with each other throughout the semester. They can discuss their journal entries in class or online forums to gain a broader perspective on international politics. Overall, this activity aims to help students stay informed about global events, develop a deeper understanding of international politics, and reflect on their own perspectives and values in relation to global issues. It encourages active engagement with current events and critical thinking about the impact of international politics on individuals and communities. Suggestions for Further Reading Allen, John L. 2006. Student Atlas of World Politics, Seventh Edition. Dubuque, IA: McGraw-Hill. This is an excel¬lent, thorough, and useful atlas that should be on the reference shelf of every individual interested in world af¬fairs. Attali, Jacques. 1992. Millennium: Winners and Losers in the Coming Order. New York: Random House. A vision¬ary look at the shape of the future and how it will affect us individually, by a prominent French politician. Beer, Francis A., and Robert Harriman, eds. 1996. Post-Realism: The Rhetorical Turn in International Relations. Ann Arbor: University of Michigan Press. A post–cold war reconsideration of international relations, exploring the challenges and reinterpretations of realist thought. Beitz, Charles R. 1999. Political Theory and International Relations. Princeton: Princeton University Press. A moral approach to international relations that advocates dis¬tributive justice and challenges the traditional notion of sovereignty. Donelan, Michael. 1990. Elements of International Political Theory. Oxford: Clarendon Press. Five imaginary states¬men represent the positions of Natural Law, Realism, Ideal¬ism, Rationalism, and Historicism in debates over conflict, alliances, intervention, war, and commerce. Hamilton, John Maxwell. 1990. Entangling Alliances: How the Third World Shapes Our Lives. Arlington, VA: Seven Locks Press. Illustrates and personalizes the theme of global interdependence by following the intertwined lives of individuals in different countries who are connected by their activities in such areas as information services, genetic resources, and thinking about cultural intrusions. Held, David and Anthony McGrew. 2002. Globalization/Anti-Globalization. Cambridge: Blackwell Publishers. An overview of the arguments and concerns of globalizations proponents as well as its opponents. Reus-Smit, Christian and Duncan Snidal, eds. 2008. The Oxford Handbook of International Relations. Oxford: Oxford University Press. An edited volume organized around the “is and ought” of international relations, with two chapters devoted to each theoretical perspective—one to describe a theory and another to discuss is ethical implications. Sterling-Folker, Jennifer. 2005. Making Sense of IR Theory. Boulder CO: Lynne Rienner. An application of various theoretical perspectives to the 1999 Kosovo war between NATO and Serbia. Yergin, Daniel and Joseph Stanislaw. 1998. The Commanding Heights: the battle between government and the marketplace that is remaking the modern world. New York: Simon and Schuster Press. A history of the emergence of the global economy, how it shapes life, and the consequences both economic and social. Solution Manual for Global Politics: Engaging a Complex World Mark Boyer, Natalie Hudson, Michael Butler 9780078024818, 9781259146480
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