October 6, 2015

THE BASICSTopic: Treat with Iran

Articles “N-deal could serve as blueprint for global relations: Rouhani” (9/29) (The Nation) “Congress must support Iran deal implementation ” (9/28) (The Hill) “Banks will help insure Iran keeps promises on nukes” (9/28) (The Conversation) “Fact-Checking the Republican Candidates’ Iran Deal Claims” (9/16) (The Slate) “Dems block Iran bill for second time” (9/15) (The Hill) “Iran’s Supreme Leader Says Israel Won’t Exist in 25 Years” (9/9) (The New York Times) “News Guide: A look at the Iran nuclear deal, congressional steps and the lobbying” (8/5) (US

News)

Questions to ConsiderBasics

What is the purpose of the proposed Nuclear Treaty with Iran? Why is the Iran Nuclear Deal called an agreement rather than a treaty? How are treaties different

from agreements? What are the arguments of the treaty supporters? Opponents? How important is the accuracy of information about the Iran deal? What are the sources for

reliable information? How important is the accuracy and availability of information for the health of a democracy?

What does the history of treaty making tell us about foreign policy? International

Which nations have joined the United States in this effort? Who are the P5+1? What meaning does the inclusion of the five permanent members of the United Nations indicate? What interest do these world powers have in securing a nuclear treat with Iran?

What role did financial sanctions play in bringing Iran to the negotiating table? What role does lifting sanctions pay in encouraging Iran to be part of the rest of the world? What role does lifting sanctions play in monitoring nuclear activity in Iran? How might economic connections lead to dialogue between nations?

What do countries (not included in the P5 group) think about the Iran nuclear treaty? Is the nuclear agreement with Iran related to the US relationship with Syria? Why is Iran

supporting Syrian President Assad?Iran

What interest does Iran have in participating in a nuclear treaty? How do we interpret the bellicose statements made by the Supreme Leader of Iran?

How do we interpret the remarks by Iran’s President Rouhani at the United Nations about the Iran treaty as a model for future international negotiations?

How might domestic considerations within Iran affect nuclear decisions?United States

Which branches of the U.S. government are involved in the foreign policy of the United States? What are the possible negatives to Congressional opposition to the Nuclear Agreement?

How would a presidential veto of a Senate resolution to block the treaty and an override of a presidential veto demonstrate the division of powers in our government? How are the rules of the U.S. Senate important to both the Democratic and Republican strategists?

What is the “nuclear option”? Why are Senate rules so important? What is the timeline for the implementation of Iran Nuclear Treaty? Will this issue continue to be

debated in the U.S. Congress and in the press? What are the implications for foreign policy that is based on partisan political considerations? What additional legislation might be proposed to insure that Iran keeps its promises not to

develop nuclear weapons? Is there additional significance to taking action on the Iran Nuclear agreement on September 11,

the 14th anniversary of the 9/11 attacks?

THE EXTRASPre-teaching, Extensions & Further Reading

“The Iran Deal in 200 Words” (7/15) (The New York Times) “Why History Gives Obama the Benefit of the Doubt on Iran” (7/20) (The Atlantic) “The Greatest Threat Facing Iran: Running Out of Water” (9/17) (The Tablet) “Iran nuclear deal met with hope and anger” (7/15 – video and questions) (PBS Newshour)

Lesson Plans

“The Iran Nuclear Deal” (The Choices Program) “Congress At Work: The Presidential Veto and Congressional Veto Override Process” (The Center

for Legislative Archives) “The Senate Filibuster and Democracy” (The Morningside Center) “Current Events Lesson Plan for Elementary, Middle, and High School Students” (Curriculet)

What’s the Connection? Constitutional

“Constitution Check: Will the courts block the Iran nuclear deal?” (8/27) (Constitution Daily) “Iran deal reaches Congress: what happens next and why it matters” (9/9) (The Guardian)

Oregon “Ron Wyden says he will support Iran nuclear deal; Democrats now have votes to uphold pact”

(9/8) (The Oregonian)

Oregon State Social Science Standards8.8. Evaluate information from a variety of sources and perspectives.8.17. Examine the development activities of political parties and interest groups and their affect on events, issues, and ideas.8.26. Examine a controversial event, issue, or problem from more than one perspective.

HS.9. Identify historical and current events, issues, and problems when national interests and global interests have been in conflict, and analyze the values and arguments on both sides of the conflict.HS.27. Examine functions and process of United States government. HS.28. Evaluate how governments interact at the local, state, tribal, national, and global levels. HS.31. Describe United States foreign policy and evaluate its impact on the United States and other countries.HS.33. Explain the role of government in various current events.HS.59. Demonstrate the skills and dispositions needed to be a critical consumer of information.HS.60. Analyze an event, issue, problem, or phenomenon form varied or opposing perspectives or points of view.

CCSS Anchor Standards2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.6. Assess how point of view or purpose shapes the content and style of a text.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

We the People Lesson ConnectionsMiddle School, Level 2

Unit 6, Lesson 28: What is the relationship of the United States to other nations in the world?

High School, Level 3 Unit 4, Lesson 22: How does Congress perform its functions in the American

Constitutional System? Unit 4, Lesson 23: What is the role of the president in the American Constitutional

System? Unit 6, Lesson 37: What key challenges does the United States face in the future? Unit 6, Lesson 38: What are the challenges of the participation of the United States in

world affairs?