Focus on Foreign Aid: Teacher's Guide

Basic Literacy: Language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve one's goals and to develop one's knowledge and potential in this Digital Age.
Economic Literacy: The ability to identify economic problems, alternatives, costs, and benefits; analyze the incentives at work in economic situations; examine the consequences of changes in economic conditions and public policies; collect and organize economic evidence; and weigh costs against benefits.
Technological Literacy: Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.
Visual Literacy: The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.
Information Literacy: The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources.
Global Awareness: The recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, sociocultural groups, and individuals across the globe.

Unit:	Peoples of the Nation and World
Focus:	Cultural Diffusion: Foreign Policy
Essential Questions:	Should the United States change its foreign aid policy? Why or why not?
MSDE Voluntary State Curriculum: Social Studies Standards/ Core Learning Goals	Content Standard 2.0: Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the world through both a multicultural and historical perspective. B. Cultural Diffusion: Foreign Policy 1. The student will analyze economic, political, and social issues and their effect on foreign policies of the United States. d. Evaluate how international issues and interests, such as terrorism, regionalism, and human rights affect federal government policy. e. Examine U.S. foreign policy related to human rights, such as foreign aid, subsidies to developing countries, and economic sanctions. f. Evaluate the role of the U.S. government in promoting the spread of democracy. h. Analyze contemporary concerns that affect international relationships including issues such as world health, nation-building, national security, and weapons of mass destruction.
MSDE Library Media VSC	2A 1. Match resources to topic of interest or need. 3A 1. Students will use print resources efficiently and effectively. 3. Students will use computer/online/digital resources efficiently and effectively. 7. Use appropriate graphic organizers or note cards to record relevant information. 8. Use own words to capture concepts and avoid plagiarism. 5A 2. Apply critical thinking and problem solving strategies. 6A 1. Make decisions to facilitate effective communication of ideas.
National Curriculum Standards for Social Studies (National Council for the Social Studies)	Thematic Strand 9: Global Connections--Social studies programs should include experiences that provide for the study of global connections and interdependence.
AASL	1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning. 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.6 Use information and technology ethically and responsibly. 4.1.8 Use creative and artistic formats to express personal learning.
National Technology Education Standards for Students (International Society for Technology in Education)	Standard 3: Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Standard 4: Technology communications tools Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Standard 5: Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Standard 6: Technology problem-solving and decision-making tools Students use technology resources for solving problems and making informed decisions.
21st Century Skills	Basic Literacy: Language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve one's goals and to develop one's knowledge and potential in this Digital Age. Economic Literacy: The ability to identify economic problems, alternatives, costs, and benefits; analyze the incentives at work in economic situations; examine the consequences of changes in economic conditions and public policies; collect and organize economic evidence; and weigh costs against benefits. Technological Literacy: Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals. Visual Literacy: The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning. Information Literacy: The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources. Global Awareness: The recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, sociocultural groups, and individuals across the globe.