Unit 3: Foreign Aid and Global Responsibility

Overview
In this unit, students will examine the U.S. role in the world and the direction of U.S. aid policy. They
will analyze major events, institutions, and debates that drive U.S. foreign assistance policies, and
they will also examine four case studies of long-term U.S. foreign aid programs and analyze the issues
and dilemmas behind each. For a complete overview of the unit, please read page 1-2 of the Student
Resource and page 2 of the Teacher Resource for Dilemmas of Foreign Aid: Debating U.S. Policies.

Note to Teachers
The Choices Program Supplemental Materials for this unit are located at
http://www.choices.edu/resources/supplemental_aid.php
In this unit, students should begin sharing what theyre learning in their Independent Study research
as it relates to global responsibility among nation-states concerning human rights, financial
assistance, and political/economic forms of aid. Teachers should hold students accountable for outside
research, reading, writing, and sharing as part of the Independent Study and seminar aspects of the
course. Students may choose to share such things as primary and secondary historical context
documents, legal documents, maps, charts, graphs, interviews, information from inter- and supranational organizations, literature, poetry, auto-/biographies, art, philosophical and/or religious texts,
music, fliers, propaganda, commercials, advertisements, caricatures, depictions, sculptures, scripts,
leaflets and popular culture. When students share their factual knowledge, they should also offer
analysis and insights into the global responsibilities nation-states have toward human rights, financial
assistance, and political/economic forms of aid.
Generalizations
1. There are a variety of data collection methods and visual representations that serve different
purposes and provide different types of information.
2. Historical events (including war and conflict), geographic factors, physical and ideological
movements, technological and informational revolutions, political systems, and economic
situations contribute to the development of globalization.
3. Globalization can affect the climate, natural resources, and species of various places, and the
sustainability and depletion of natural resources as well as the preservation and conservation
efforts concerning those resources impact economic growth and development.
4. Globalization can affect immigration, migration, and demographic transition, thereby potentially
creating religious, ethnic, cultural, and or social/human rights conflicts and affecting the adaptive
strategies of some cultural groups.
5. Transnational corporations, supranational organizations, and international nongovernmental
organizations can impact globalization.
6. Comparative advantage, specialization, global trade patterns, and economic growth can influence
the globalization process and possibly lead to economic protectionism for some countries.
7. Political systems and political sovereignty impact the global economy, and international treaties,
charters, agreements, and laws can affect individual geographic areas, various cultures, and
international relationships.
8. Western values such as democracy, individual rights, and capitalism have impacted many nonWestern cultures.
Essential Questions
1. What are the four major types of foreign aid?
2. How did the Cold War influence foreign aid programs?

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3. How did the end of the Cold War mark a change in U.S. approaches to foreign aid?
4. How did the 1997 Asian financial crisis affect the global economy?
5. How did the terrorist attacks of September 11, 2001, affect U.S. foreign aid policies?
6. What is the role of the United States Agency for International Development (USAID) in U.S. foreign
aid?
7. What controversies surround USAIDs policies?
8. How is the Millennium Challenge Account (MCA), administered by the Millennium Challenge
Corporation (MCC), different from USAID?
9. What are the controversies surrounding the MCA?
10. How is the International Monetary Fund (IMF) different from USAID and MCA?
11. What are the controversies surrounding the IMFs policies?
12. How does the World Bank operate in cooperation with the IMF?
13. What are the controversies surrounding the World Bank?
14. How are nongovernmental organizations (NGOs) different from the international organizations?
15. What are the controversies surrounding NGOs?
16. What are the Millennium Development Goals?
17. What are the controversies surrounding the Millennium Development Goals?
18. What is debt relief?
19. What are the controversies surrounding debt relief?
20. How are trade and investment viewed as alternatives to foreign aid?
21. What are the controversies surrounding trade and investment as an alternative to foreign aid?
22. What is humanitarian aid, and why is there a need for it?
23. What factors contribute to decisions to provide humanitarian aid?
24. Why is Sudan a case for humanitarian aid?
25. What are the obstacles to humanitarian aid in Sudan?
26. Is the humanitarian aid to Sudan beneficial or detrimental to the country?
27. What is military and security aid, and why does the U.S. provide it?
28. How has U.S. policy in Latin America changed in recent decades?
29. What is the purpose of Plan Colombia?
30. How are U.S. resources used in Plan Colombia?
31. What are the controversies surrounding Plan Colombia?
32. How has the U.S. responded to concerns about Plan Colombia?
33. What is economic stabilization, and why does the U.S. provide funds for it?
34. How did the IMF bailouts during the Asian economic crisis serve to spread Western values?
35. Why did Indonesias president resist the IMFs plan?
36. What were the controversies surrounding the Asian financial crisis?
37. What is development assistance, and why is there a need for it, particularly in sub-Saharan Africa?
38. How has the HIV/AIDS crisis in Africa served to unite the international community and policies on
foreign aid?

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39. What is the United States doing to address the global HIV/AIDS crisis?
40. What are the controversies surrounding the response to the HIV/AIDS crisis?

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Unit Goals
What do students need to KNOW?

What do students need to be able to DO?

The four major types of foreign aid

The influence of conflicts such as the Cold War

and the September 11th attacks on foreign aid
programs

Use various types of maps, charts, and visual

representations to gather and interpret
information and draw conclusions

Explain the four major types of foreign aid

Analyze the influence of the conflicts such as the

Cold War and the September 11th attacks on
foreign aid programs

Analyze the effects of the 1997 Asian financial

crisis on the global economy

Explain the role of and controversies concerning

supra- and international organizations and nongovernmental organizations such as USAID,
MCA, IMF, World Bank, NGOs, and Millennium
Development Goals on U.S. and international
foreign aid policies

Explain what debt relief, trade and investment

(as alternatives to foreign aid), humanitarian
aid, military and security aid, and economic
stabilization are, the controversies surrounding
them, and their effects on the cultures,
economies, and political systems of less
developed countries

Analyze how events and situations in Sudan,

Latin America, Southeast Asia, and sub-Saharan
Africa garnered foreign aid and how those areas
were impacted positively and/or negatively by
that aid

Analyze obstacles to and controversies

surrounding aid provided to Sudan, Latin
America, Southeast Asia, and Sub-Saharan Africa

Analyze the role of the environment and natural

resources in the need for foreign aid

Analyze how certain types of aid and some

foreign aid organizations can also serve to
encourage globalization and spread Western
values

The effects of the 1997 Asian financial crisis on

the global economy

The role of and controversies concerning supraand international organizations and nongovernmental organizations such as USAID,
MCA, IMF, World Bank, NGOs, and Millennium
Development Goals on U.S. and international
foreign aid policies

What debt relief, trade and investment (as

alternatives to foreign aid), humanitarian aid,
military and security aid, and economic
stabilization are, the controversies surrounding
them, and their effects on the cultures,
economies, and political systems of less
developed countries
How events and situations in Sudan, Latin
America, Southeast Asia, and sub-Saharan Africa
garnered foreign aid and how those areas were
impacted positively and/or negatively by that
aid

Obstacles to and controversies surrounding aid

provided to Sudan, Latin America, Southeast
Asia, and Sub-Saharan Africa

The role of the environment and natural

resources in the need for foreign aid

How certain types of aid and some foreign aid

organizations can also serve to encourage
globalization and spread Western values

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Unit 3

I Can Statements

I Can use various types of maps, charts, and visual representations to gather and interpret
information and draw conclusions.

I Can explain the four major types of foreign aid.

I Can analyze the influence of the conflicts such as the Cold War and the September 11 th attacks on
foreign aid programs.

I Can analyze the effects of the 1997 Asian financial crisis on the global economy.

I Can explain the role of and controversies concerning supra- and international organizations and
non-governmental organizations such as USAID, MCA, IMF, World Bank, NGOs, and Millennium
Development Goals on U.S. and international foreign aid policies.

I Can explain what debt relief, trade and investment (as alternatives to foreign aid), humanitarian aid,
military and security aid, and economic stabilization are, the controversies surrounding them, and their
effects on the cultures, economies, and political systems of less developed countries.

I Can analyze how events and situations in Sudan, Latin America, Southeast Asia, and sub-Saharan
Africa garnered foreign aid and how those areas were impacted positively and/or negatively by that aid.

I Can analyze obstacles to and controversies surrounding aid provided to Sudan, Latin America,
Southeast Asia, and Sub-Saharan Africa.

I Can analyze the role of the environment and natural resources in the need for foreign aid.

I Can analyze how certain types of aid and some foreign aid organizations can also serve to
encourage globalization and spread Western values.

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Unit 3

Aligned Course Essential Standards

G.1 Apply
geographic
skills to
understand the
spatial
relationship
between
humans and
their
environment.

G.2 Analyze the

historical
antecedents
and geographic
factors that led
to the
development of
globalization.

G.3 Analyze
Changes in the
physical
environment as
a result of
globalization.

G.4 Analyze
changes in
culture as a
result of
globalization.

G.5 Analyze
changes in
economics as a
result of
globalization.

G.6 Analyze
changes in
politics as a
result of
globalization.

G.1.2 Compare
various types of
visual
representations
, such as
traditional and
mental maps,
charts, graphs,
and remote
imaging.

G.2.1 Interpret
the origin and
processes of
globalization
using historical
and
geographical
perspectives.

G.3.1 Compare
the physical
environments
and the effects
of globalization
on the climate,
natural
resources, and
species of
various places.

G.4.1 Compare
the cultural
characteristics
of various
places and the
effects of
globalization on
those places.

G.5.1 Analyze
transnational
corporations in
terms of their
role in the
globalization
process.

G.6.1 Evaluate
the extent to
which the
political system
of a place
impacts its
involvement in
the global
economy.

G.1.3 Use
geographic
data and visual
representations
to interpret
spatial
relationships
and to draw
conclusions
about observed
phenomena.

G.2.2 Analyze
how the
movement of
goods, people,
and ideas
encouraged and
impacted
globalization.
G.2.3 Analyze
how various
technological
and
informational
revolutions have
encouraged and
impacted
globalization.
G.2.4 Evaluate
the extent to
which certain
historic/geograp
hic factors
encouraged and
impacted
globalization.

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Unit 3

G.3.2 Analyze
the relationship
between
sustainability
and natural
resource
depletion in
terms of
economic
growth and
development.
G.3.3 Explain
how places are
influenced by
human
perception and
modification of
the
environment.
G.3.4 Evaluate
the extent to
which
preservation
and
conservation
efforts impact
local, national,
and global

G.4.4 Analyze
the impact of
globalization on
population
migration and
demographic
transition.
G.4.5 Analyze
the use of
adaptive
strategies and
preventative
measures by
various cultures
in a global
environment.
G.4.6 Evaluate
the impact of
globalization on
the
organization
and success of
social and
human rights
movements.

G.5.2 Explain
how
comparative
advantage and
specialization
influence the
globalization
process.
G.5.3 Analyze
global trade
patterns in
terms of
natural,
human, and
capital
resource flows.
G.5.4 Evaluate
the effects of
economic
growth on
people and
places in terms
of costs and
benefits.

G.6.3 Analyze
supra-national
organizations in
terms of their
purpose,
development,
and products.
G.6.4 Analyze
international
nongovernment
al organizations
in terms of their
purpose and
contributions.
G.6.5 Analyze
international
treaties,
charters, and
agreements in
terms of their
purpose and
effects on
various places.
G.6.6 Explain
the impact of
Western values
such as
democracy,
individual

economies.

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Unit 3

rights, and
capitalism on
various places.

Common Core Standards for Literacy in History and Social Studies

READING

WRITING

CMS CCSS Power Standards:

CMS CCSS Power Standards:

R.11-12.1 Cite specific textual evidence to support

analysis of primary and secondary sources, connecting
insights gained from specific details to an understanding
of the text as a whole.

W.11-12.1 Write arguments focused on disciplinespecific content.

R.11-12.10 Read and comprehend history/social

studies texts in the grade 11-CCR text complexity band
independently and proficiently.

W.11-12.2 Write informative/explanatory texts,

including the narration of historical events, scientific
procedures/ experiments, or technical processes.

Additional Reading Standards:

Additional Writing Standards:

R.11-12.2. Determine the central ideas or information

of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the
key details and ideas.

W.11-12.3 not applicable as a separate requirement

R.11-12.3. Evaluate various explanations for actions or

events and determine which explanation best accords
with textual evidence, acknowledging where the text
leaves matters uncertain.
R.11-12.4. Determine the meaning of words and
phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key
term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
R.11-12.5. Analyze in detail how a complex primary
source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to
the whole.
R.11-12.6 Evaluate authors differing points of view on
the same historical event or issue by assessing the
authors claims, reasoning, and evidence.
R.11-12.7 Integrate and evaluate multiple sources of
information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
R.11-12.8 Evaluate an authors premises, claims, and
evidence by corroborating or challenging them with
other information.
R.11-12.9 Integrate information from diverse sources,
both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies
among sources.

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W.11-12.4 Produce clear and coherent writing in which

the development, organization, and style are appropriate
to task, purpose, and audience.
W.11-12.5 Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to
produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new
arguments or information.
W.11-12.7 Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.11-12.8 Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations
of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard
format for citation.
W.11-12.9 Draw evidence from informational texts to
support analysis, reflection, and research.
W.11-12.10 Write routinely over extended time frames
(time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Assessment Options:
W1- Literacy Common Core Power Standard: Writing Arguments

After reading a variety of texts, write ____ that argues your position on ____. Support your position with
evidence from your research. Be sure to acknowledge competing views, and give examples from past
or current events or issues to illustrate and clarify your position.
o

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on whether providing foreign aid is ultimately beneficial or detrimental to the United
States. Support your position with evidence from your research. Be sure to acknowledge
competing views, and give examples from past or current events or issues to illustrate and clarify
your position.

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on how the United States should best proceed with foreign aid policies and practices in
the 21st century. Support your position with evidence from your research. Be sure to
acknowledge competing views, and give examples from past or current events or issues to
illustrate and clarify your position.

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on whether the foreign aid provided to Sudan, Colombia, Southeast Asia, and subSaharan Africa has or has not actually benefited the cultures, environments, political systems,
and economies of those areas. Support your position with evidence from your research. Be sure
to acknowledge competing views, and give examples from past or current events or issues to
illustrate and clarify your position.

[QUESTION] After reading a variety of texts, write ____ that addresses the question, and support your
position with evidence from the texts. Be sure to acknowledge competing views. Give examples from
past or current events or issues to illustrate and clarify your position.
o

Example: Is providing foreign aid ultimately beneficial or detrimental to the United States? After
analyzing a variety of written and visual texts, write an essay that addresses the question, and
support your position with evidence from the texts. Be sure to acknowledge competing views.
Give examples from past or current events or issues to illustrate and clarify your position.

Example: How should the United States best proceed with foreign aid policies and practices in
the 21st century? After analyzing a variety of written and visual texts, write an essay that
addresses the question, and support your position with evidence from the texts. Be sure to
acknowledge competing views. Give examples from past or current events or issues to illustrate
and clarify your position.

Example: Has the foreign aid provided to Sudan, Colombia, Southeast Asia, and sub-Saharan
Africa actually benefited the cultures, environments, political systems, and economies of those
areas, or not? After analyzing a variety of written and visual texts, write an essay that addresses
the question, and support your position with evidence from the texts. Be sure to acknowledge
competing views. Give examples from past or current events or issues to illustrate and clarify
your position.

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Unit 3

W2- Literacy Common Core Power Standard: Writing Informative Texts

After reading a variety of texts, write a ____ that defines ____ and explains ____. Support your discussion
with evidence from your research. What conclusions or implications can you draw?
o

Example: After analyzing a variety of written and visual texts, write an essay that defines the
four major types of foreign aid and explains why each may be offered to foreign countries.
Support your discussion with evidence from your research. What conclusions or implications can
you draw?

Example: After analyzing a variety of written and visual texts, write an essay that defines foreign
aid and explains the historical and contemporary antecedents that have influenced foreign aid
policies over the last century. Support your discussion with evidence from your research. What
conclusions or implications can you draw?

Example: After analyzing a variety of written and visual texts, write an essay that defines foreign
aid and explains the potential cultural, environmental, and political changes that can occur
within a country receiving foreign aid. Support your discussion with evidence from your
research. What conclusions or implications can you draw?

[QUESTION] After reading a variety of texts, write ____ that defines ____ and explains ____. Support
your discussion with evidence from the texts. What conclusions or implications can you draw?
o

Example: What are the four major types of foreign aid, and why might they be offered to foreign
countries? After analyzing a variety of written and visual texts, write an essay that defines the
four major types of foreign aid and explains why each may be offered to foreign countries.
Support your discussion with evidence from the texts. What conclusions or implications can you
draw?

Example: What is foreign aid, and what are the historical and contemporary antecedents that
have influenced foreign aid policies over the last century? After analyzing a variety of written
and visual texts, write an essay that defines foreign aid and explains the historical and
contemporary antecedents that have influenced foreign aid policies over the last century.
Support your discussion with evidence from the texts. What conclusions or implications can you
draw?

Example: What is foreign aid, and how can it bring about the potential cultural, environmental,
and political changes that can occur within a country receiving foreign aid? After analyzing a
variety of written and visual texts, write an essay that defines foreign aid and explains the
potential cultural, environmental, and political changes that can occur within a country receiving
foreign aid. Support your discussion with evidence from the texts. What conclusions or
implications can you draw?

R1/R10- Literacy Common Core Power Standards: Reading Closely Over Time with a Variety of Grade-Level
Texts

Historical texts (primary and secondary)

Religious texts
Legal texts
Philosophical texts
Literary texts
Artistic representations
Musical representations
Language study

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