CWI: CBA Objective: you are successful if you have started to write your paper Agenda: 1.Check Work 2.Model Reasoning by Comparison and Contrast 3.Introduce the Graphic Organizers 4.Go to work writing the paper Date: 05/28/14 HW: Complete writing the introduction and at least one body paragraph. Entry Task: You need your laptop out and ready to go.

Goal Goal: you are aiming at critically analyzing source materials Success Criteria: You are successful if you have at least eight sources, they are OPVL’d and you have begun writing the paper. Previous Learning: Finding and Locating Sources Transfer: Being a literate and functional citizen

Reasoning by Comparison and Contrast Data set #2: Traditional US interests plus democracy Source: Dessouki, A. E. H., & Korany, B. (2008). Globalization and Arab Foreign Policies: Constraints or Marginalization? In B. Korany & A. E. H. Dessouki (Eds.), The Foreign Policies of Arab States: The Challenges of Globalization (pp ). Cairo: The American University in Cairo Press.

The Excerpt Since its founding, the US has perceived itself as a champion for democracy. The collapse of the Soviet Union and similar authoritarian states was seen as a fulfillment of an American dream. The ‘empire of evil’ had been defeated, and a new wave of democracy was underway. Thus, democratization became an important component of the globalization process. The events of 9/11 gave new impetus to the US spread of democracy policy and led to a major reorientation of the Bush administration’s foreign policy in the Middle East. Democracy promotion was added to traditional US interests in the region such as oil, stability, and Israel. The new ‘Bush Doctrine’ underlined the active pursuit of democracy in all regions of the world. (quoted from pp )

How it answers the question: The United States invaded Iraq because after 09/11 it added democracy promotion as a key and new ingredient to be added to the traditional mix of American foreign policy goals.

Reasoning by Comparison and Contrast Data Set #3: Neoconservatives influence foreign policy Source: Hayden, T. (2007). Ending the war in Iraq. Pp New York: Akashic Books.

The Excerpt George W. Bush was a high school cheerleader who avoided the draft, the antiwar movement, and any association with counterculture. “I got into politics initially because I wanted to help change a culture,” he told conservative columnist David Brooks in Vice President Dick Cheney and his wife Lynne, University of Wisconsin graduate students in 1967, were stepping over the bodies of fellow students blockading buildings in protest of the Vietnam War. In 1968, Cheney worked on legislation for Republican congressman to cut off federal funding to universities where protests were occurring. Lynne Cheney became a ferocious critic of 1960s curriculum reforms during her tenure at the National Endowment for the Humanities. Karl Rove leaped into high school classroom discussions “denouncing Tom Hayden and the Weathermen and Students for a Democratic Society,” according to a biography. He became executive director of the College Republicans during the Watergate period, allied himself with Young Americans for Freedom, and specialized in dirty tricks, which he called “pranks.” Ronald Reagan came to power attacking the “filthy speech movement” (or the Free Speech Movement of ) at the University of California, Berkeley. He collaborated with the FBI to identify radical professors and unseat the UC president, Clark Kerr.

How it answers the question: This document suggests that President Bush is part of a movement within the Republican party that became disgusted with the social and political changes of the nineteen-sixties. They created this “neoconservative” or new conservative movement which sought to extend U.S. interests abroad.

Similarities and Differences SimilaritiesDifferences Both documents suggest that the Bush administration ushered in a new era in foreign policy. This was known as the “Bush Doctrine.” Both documents agree that traditional interests like oil, stability and Israel are very important. Both documents reference the collapse of the Soviet Union as a fulfillment of the American dream. The article involving neoconservatism emphasizes the effect of the Vietnam War rather than the end of the Cold War. The neoconservative article is written in a way that mocks President Bush for being a “high school cheerleader who avoided the draft” rather than celebrating him for democracy promotion. The articles involving neoconservatism emphasizes all the influences on President Bush rather than just the Bush doctrine.