american foreign policy essay

United States Institute of Peace

National high school essay contest.

USIP partners with the American Foreign Service Association (AFSA) on the annual National High School Essay Contest. The contest each year engages high school students in learning and writing about issues of peace and conflict, encouraging appreciation for diplomacy’s role in building partnerships that can advance peacebuilding and protect national security. 

The winner of the contest receives a $2,500 cash prize, an all-expense paid trip to Washington, D.C. to meet U.S. Department of State and USIP leadership, and a full-tuition paid voyage with Semester at Sea upon the student’s enrollment at an accredited university. The runner-up receives a $1,250 cash prize and a full scholarship to participate in the International Diplomacy Program of the National Student Leadership Conference. 

2023 National High School Essay Contest

The American Foreign Service Association’s national high school essay contest completed its twenty-third year with over 400 submissions from 44 states. Three randomized rounds of judging produced this year’s winner, Justin Ahn, a junior from Deerfield Academy in Deerfield, Massachusetts. In his essay, “Mending Bridges: U.S.-Vietnam Reconciliation from 1995 to Today,” Ahn focuses on the successful reconciliation efforts by the Foreign Service in transforming U.S.-Vietnam relations from post-war tension to close economic and strategic partnership.

Ahn will travel to Washington, D.C. to meet with a member of the Department of State’s leadership and receive a full tuition scholarship to an educational voyage with Semester at Sea.

Niccolo Duina was this year’s runner-up. He is currently a junior at Pulaski Academy in Little Rock, Arkansas. Duina will be attending the international diplomacy program of the National Student Leadership Conference this summer.

There were eight honorable mentions:

• Santiago Castro-Luna – Chevy Chase, Maryland
• Dante Chittenden – Grimes, Iowa 
• Merle Hezel – Denver, Colorado
• Adarsh Khullar – Villa Hills, Kentucky
• Nicholas Nall – Little Rock, Arkansas
• Ashwin Telang – West Windsor, New Jersey
• Himani Yarlagadda – Northville, Michigan 
• Sophia Zhang – San Jose, California

Congratulations! We thank all students and teachers who took the time to research and become globally engaged citizens who care about diplomacy, development and peacebuilding.

2023 National High School Essay Contest Topic

In 2024, the U.S. Foreign Service will celebrate its 100th birthday. The Foreign Service is an important element of the American approach to peacebuilding around the world. Over the last century, U.S. diplomats have been involved in some of the most significant events in history — making decisions on war and peace, responding to natural disasters and pandemics, facilitating major treaties, and more.

As AFSA looks back on their century-long history, we invite you to do the same. This year, students are asked to explore a topic that touches upon this important history and sheds light on how vital it is for America to have a robust professional corps focused on diplomacy, development and peace in the national interest.

In your essay, you will select a country or region in which the U.S. Foreign Service has been involved in at any point since 1924 and describe — in 1,500 words or less — how the Foreign Service was successful or unsuccessful in advancing American foreign policy goals, including promoting peace, in this country/region and propose ways in which it might continue to improve those goals in the coming years.

Contest deadline: April 3, 2023

Download the study guide for the 2023 National High School Essay Contest. This study guide provides students with a basic introduction to the topic and some additional context that can assist them in answering the question. It includes the essay question, prizes and rules for the contest; an introduction to diplomacy and peacebuilding; key terms; topics and areas students might explore; and a list of other useful resources.

Learn more about the contest rules and how to submit your essay on the American Foreign Service Association’s contest webpage .

2022 National High School Essay Contest

Katherine Lam, a freshman from University High School in Tucson, Arizona, is the 2022 National High School Essay Contest winner. In her essay, “Competition and Coaction in Ethiopia: U.S. and Chinese Partnerships for International Stabilization,” Lam focuses on how the Foreign Service has partnered with other U.S. government agencies, nongovernmental organizations and — most notably — China to promote peace and development in Ethiopia. Lam will travel to Washington, D.C., to meet with a member of the U.S. Department of State’s leadership and gain full tuition for an educational voyage with Semester at Sea.

Olivia Paulsen was this year’s runner-up. She is a currently a junior receiving a home-schooled education in Concord, Massachusetts. Paulsen will be attending the international diplomacy program of the National Student Leadership Conference this summer.

The 2022 honorable mentions were: Josh Diaz (Little Rock, AR); Grace Hartman (Bethlehem, PA); Elena Higuchi (Irvine, CA); Ovea Kaushik (Oklahoma City, OK); Evan Lindemann (Palm Desert, CA); Percival Liu (Tokyo, Japan); Alexander Richter (San Jose, CA); and Gavin Sun (Woodbury, MN).

USIP congratulates all the winners of the 2022 National High School Essay Contest.

Partnerships for Peace in a Multipolar Era

The current multipolar era poses challenges for U.S. foreign policy but also provides new opportunities for partnership across world powers—including emerging great powers like China and Russia—to build peace in conflict-affected countries. Describe a current situation where American diplomats and peacebuilders are working with other world powers, as well as local and/or regional actors, in a conflict-affected country to champion democracy, promote human rights, and/or resolve violent conflict.    A successful essay will lay out the strategies and tactics U.S. Foreign Service Officers and American peacebuilders are employing to build successful partnerships with other world and regional powers and with local actors in the chosen current situation.  The essay will also describe specific ways that these partnerships are helping to promote stability and build peace.

Contest deadline: April 4, 2022

Download the study guide for the 2022 National High School Essay Contest. This study guide provides students with a basic introduction to the topic and some additional context that can assist them in answering the question. It includes the essay question, prizes, and rules for the contest; an introduction to diplomacy and peacebuilding; key terms; topics and areas students might explore; and a list of other useful resources.

Learn more about the contest rules and how to submit your essay on the American Foreign Service Association’s contest webpage.  

2021 National High School Essay Contest

Mariam Parray, a sophomore from Pulaski Academy in Little Rock, Arkansas, is the 2021 National High School Essay Contest winner. In her essay, “Diplomats and Peacebuilders in Tunisia: Paving the Path to Democracy,” Ms. Parray focuses on how the Foreign Service partnered with other U.S. government agencies and NGOs to effect a peaceful democratic transition in Tunisia. She emphasizes the importance of multifaceted approaches as well as the importance of bringing marginalized groups into the fold. Mariam will travel to Washington to meet with a member of the Department of State’s leadership and will also gain a full tuition to an educational voyage with Semester at Sea. Harrison McCarty was this year’s runner-up. Coincidentally, he is also a sophomore from Pulaski Academy in Little Rock, Arkansas. Harrison will be attending the international diplomacy program of the National Student Leadership Conference this summer. The 2021 honorable mentions were: Louisa Eaton (Wellesley, MA); Samuel Goldston (Brooklyn, NY); Lucy King (Bainbridge Island, WA); Haan Jun Lee (Jakarta, Indonesia); Khaled Maalouf (Beirut, Lebanon); Madeleine Shaw (Bloomington, IN); Allison Srp (Austin, MN); and Daniel Zhang (Cortland, NY).

USIP congratulates all the winners of the 2021 National High School Essay Contest. 

Diplomats and Peacebuilders: Powerful Partners

What characteristics lead to a successful effort by diplomats and peacebuilders to mediate or prevent violent conflict? The United States Foreign Service—often referred to as America’s first line of defense—works to prevent conflict from breaking out abroad and threats from coming to our shores. Peacebuilders work on the ground to create the conditions for peace and resolve conflicts where they are most needed. 

Successful essays will identify, in no more than 1,250 words, a situation where diplomats worked on a peacebuilding initiative with partners from the country/region in question, nongovernmental organizations, and other parts of the U.S. government, and then go on to analyze what characteristics and approaches made the enterprise a success.  

Contest deadline: April 5, 2021

Download the study guide for the 2021 National High School Essay Contest. This study guide provides students with a basic introduction to the topic and some additional context that can assist them in answering the question. It includes key terms in conflict management and peacebuilding and examples of peacebuilding initiatives, with reflection questions for independent learners to dig more deeply or for teachers to encourage class reflection and discussion. We hope this study guide will be a useful resource for educators and students participating in this contest, and for educators who want their students to learn more about this year’s contest topic.

2020 National High School Essay Contest

Jonas Lorincz, a junior from Marriotts Ridge High School in Marriottsville, MD, is the 2020 National High School Essay Contest winner. In his essay, “Verification, Mediation, and Peacebuilding: The Many Roles of the U.S. Foreign Service in Kosovo,” Mr. Lorincz focused on the importance of interagency cooperation in mediating the crisis in Kosovo – primarily looking into how diplomats and other civilian agencies engaged in peacebuilding throughout the conflict.

Claire Burke was this year’s runner-up. She is a junior at Mill Valley High School in Shawnee, KS. 

The 2020 honorable mentions were: Grace Cifuentes (Concord, CA), Grace Lannigan (Easton, CT), Seryung Park (Tenafly, NJ), Vynateya Purimetla (Troy, MI), David Richman (Norfolk, VA), Madeleine Shaw (Bloomington, IN), Sara Smith (Fargo, ND), and Jack Viscuso (Northport, NY).  USIP congratulates all the winners of the 2020 National High School Essay Contest. 

2020 National High School Essay Contest Topic

Why Diplomacy and Peacebuilding Matter

How do members of the Foreign Service work with other civilian parts of the U.S. Government to promote peace, national security and economic prosperity?

Qualified essays focused on a specific challenge to U.S. peace and prosperity and included one example of the work of the Foreign Service and one or more examples of collaboration between America’s diplomats and other civilian (i.e. non-military) U.S. Government agencies or organizations.

2019 National High School Essay Contest

In its 21st year, the American Foreign Service Association (AFSA)’s National High School Essay Contest encouraged students to think about how and why the United States engages globally to build peace, and about the role that the Foreign Service plays in advancing U.S. national security and economic prosperity.

For the second year in a row, the National High School Essay Contest focused on an important aspect of operating in countries affected by or vulnerable to violent conflict: effective coordination of the many different foreign policy tools the United States has at its disposal. Whether you were addressing the prompt for a second year or new to the contest, the contest will have challenged you to expand your understanding of the role of the Foreign Service and other actors in foreign policy, identify case studies, and provide a sophisticated analysis in a concise manner.

The essay prompt and a helpful study guide are included below; you can find out more information about the rules and how to submit by checking out AFSA’s essay contest page .

2019 Essay Question

The United States has many tools to advance and defend its foreign policy and national security interests around the world—from diplomatic approaches pursued by members of the Foreign Service, to the range of options available to the U.S. military. In countries affected by or vulnerable to violent conflict, peacebuilding tools are important additions to the national security toolkit.

In such complex environments, cooperation across agencies and approaches is challenging, but it can also blend knowledge and skills in ways that strengthen the overall effort to establish a lasting peace. On the other hand, lack of coordination can lead to duplication of effort, inefficient use of limited resources and unintended consequences.

In a 1,000-1,250-word essay, identify two cases—one you deem successful and one you deem unsuccessful—where the U.S. pursued an integrated approach to build peace in a conflict-affected country. Analyze and compare these two cases, addressing the following questions:

• What relative strengths did members of the Foreign Service and military actors bring to the table? What peacebuilding tools were employed? Ultimately, what worked or did not work in each case?
• How was each situation relevant to U.S. national security interests?
• What lessons may be drawn from these experiences for the pursuit of U.S. foreign policy more broadly?

Download the study guide for the 2019 AFSA National High School Essay Contest

2018 National High School Essay Contest

Jennifer John from Redwood City, CA is the 2018 National High School Essay Contest winner, surpassing close to 1,000 other submissions. Her essay examined to what extent U.S. interagency efforts in Iraq and Bosnia were successful in building peace. Aislinn Niimi from Matthews, NC was the runner up.

The 2018 honorable mentions were: Alex, DiCenso (North Kingstown, RI),Alexandra Soo (Franklin, MI), Caroline Bellamy (Little Rock AR), Colin LeFerve (Indianapolis, IN), Elizabeth Kam (Burlingham, CA), Emma Singh (Tenafly NJ), Emma Chambers (Little Rock AR),  Francesca Ciampa (Brooksville, ME), Greta Bunce (Franktown, VA), Isaac Che (Mount Vernon OH), Isabel Davis (Elk River MN), Katrina Espinoza (Watsonvile, CA), Molly Ehrig (Bethlehem, PA), Payton McGoldrick (Bristow, VA), Rachel Russell (Cabin John, MD), Sarah Chapman (Tucson, AZ), Shalia Lothe (Glen Allen VA), Sohun Modha (San Jose CA), Suhan Kacholia (Chandler, AZ), Supriya Sharma (Brewster, NY), Sydney Adams (Fort Wayne, IN), Tatum Smith (Little Rock AR), and William Milne (Fort Wayne, IN).  

2017 National High School Essay Contest

Nicholas Deparle, winner of the 2017 AFSA National High School Essay Contest, comes from Sidwell Friends School in Washington DC. A rising senior at the time, Mr. Deparle covers the Internally Displaced Persons crisis in Iraq and potential ideas to help resolve the issue.  Read his winning essay here . Mr. Manuel Feigl, a graduate of Brashier Middle College Charter High School in Simpsonville, SC took second place.

This year there were twenty honorable mentions: Mohammed Abuelem ( Little Rock, Ark.), Lucas Aguayo-Garber (Worcester, Mass.), Rahul Ajmera (East Williston, N.Y.), Taylor Gregory (Lolo, Mont.), Rachel Hildebrand (Sunnyvale, Calif.), Ryan Hulbert (Midland Park, N.J.), India Kirssin (Mason, Ohio), Vaibhav Mangipudy (Plainsboro, N.J.), William Marsh (Pittsburgh, Penn.), Zahra Nasser (Chicago, Ill.), Elizabeth Nemec (Milford, N.J.), David Oks (Ardsley, N.Y.), Max Pumilia (Greenwood Village, Colo.), Nikhil Ramaswamy (Plano, Texas), Aditya Sivakumar (Beaverton, Ore.), Donovan Stuard (Bethlehem, Penn.), Rachel Tanczos (Danielsville, Penn.), Isabel Ting (San Ramon, Calif.), Kimberley Tran (Clayton, Mo.), and Chenwei Wang (Walnut, Calif.).

2017 Essay Contest Topic

According to the United Nations, 65 million people worldwide have left their homes to seek safety elsewhere due to violence, conflict, persecution, or human rights violations. The majority of these people are refugees or internally displaced persons (IDPs).

Imagine you are a member of the U.S. Foreign Service —– a diplomat working to promote peace, support prosperity, and protect American citizens while advancing the interests of the United States abroad – and are now assigned to the U.S. embassy in one of these four countries.

• Turkey (Bureau of European and Eurasian Affairs)
• Kenya (Bureau of African Affairs)
• Afghanistan (Bureau of South and Central Asian Affairs)
• Iraq (Bureau of Near Eastern Affairs)

Your task is to provide recommendations to address the refugee/IDP crisis facing the country in which you are now posted. Using the resources available to you as a member of the Foreign Service, write a memo to your Ambassador outlining how the United States might help address the current unprecedented levels of displacement. You may choose to address issues related to the causes of refugee crisis, or to focus on the humanitarian crisis in your host country.

A qualifying memo will be 1,000-1,250 words and will answer the following questions:

• How does the crisis challenge U.S. interests in the country you are posted and more broadly?
• Specifically outline the steps you propose the U.S. should take to tackle the roots or the consequences of the crisis, and explain how it would help solve the issue or issues you are examining. How will your efforts help build peace or enhance stability?
• How do you propose, from your embassy/post of assignment, to foster U.S. government interagency cooperation and cooperation with the host-country government to address these issues?  Among U.S. government agencies, consider U.S. Agency for International Development, the Foreign Commercial Service and the U.S. Institute of Peace.

Memo Template

TO: Ambassador ______________________

FROM: Only use your first name here

RE: Think of this as your title, make sure to include the country you are writing about

Here you want to lay out the problem, define criteria by which you will be deciding the best steps the U.S. could take, and include a short sentence or two on your final recommendation. Embassy leadership is very busy and reads many memos a day —– they should be able to get the general ““gist”” of your ideas by reading this section.

Background:

This section should provide any background information about the crisis or conflict relevant to your proposed policy. Here, you should mention why the issue is important to U.S. interests, especially peace and security.

Proposed Steps:

This is where you outline your proposed policy. Be specific in describing how the U.S. might address this issue and how these steps can contribute to peace and security. Include which organizations you propose partnering with and why.

Recommendation:

This is where you write your final recommendations for embassy leadership. Think of this as a closing paragraph.

Companion Guide for the 2017 National High School Essay Contest

It is no easy task to jump into the role of a diplomat, especially when confronted by such an urgent crisis. USIP, in consultation with AFSA, developed a guide to provide a basic introduction to the topic and some additional context that can assist you in answering the question, while still challenging you to develop your own unique response. As such, this guide should be used as a starting point to your own research and as you ultimately prepare a compelling memo outlining recommendations the U.S. government should follow to respond to the refugee and IDP crisis.

In the guide you will find: insights into the role of the Foreign Service; country, organization, and key-term briefs to provide a foundational understanding; and a list of other useful resources. Download the Companion Guide for the 2017 National High School Essay Contest (.pdf).

2016 National High School Essay Contest

USIP first partnered with AFSA for the 2016 contest and was pleased to welcome winner Dylan Borne to Washington in August. His paper describes his role as an economic officer in the U.S. Agency for International Development’s Bureau for Democracy, Conflict and Humanitarian Assistance. He writes about promoting education for girls in Afghanistan through on-line courses and dispersal of laptops. Read his winning essay (.pdf).

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National High School Essay Contest

You are here, in this section, applications have closed for the 2024 essay contest.

2024 Essay Contest Topic

This year, AFSA celebrates the 100th anniversary of the United States Foreign Service. Over the last century, our diplomats and development professionals have been involved in groundbreaking events in history – decisions on war and peace, supporting human rights and freedom, creating joint prosperity, reacting to natural disasters and pandemics and much more. As AFSA looks back on this century-long history, we invite you to join us in also looking ahead to the future. This year students are asked to explore how diplomats can continue to evolve their craft to meet the needs of an ever-changing world that brings fresh challenges and opportunities to the global community and America’s place in it.

Over the past 100 years the Foreign Service has faced a multitude of challenges such as world war, terrorism, nuclear proliferation, humanitarian disasters, global pandemics, and economic crises. In a 1,000-1,500-word essay please identify what you believe will be the biggest challenge to face the Foreign Service in the future. The essay will describe this challenge and clearly define how American diplomats can help mitigate it.

Successful essays will use past or current diplomatic efforts to support what you believe to be the best course of action to tackle this obstacle.

For more information on Essay Contest Rules and Guidance please visit this page . For additional resources and to view the 2024 Study Guide please visit this page .

AFSA Announces the Winner of the 2023 High School Essay Contest

The American Foreign Service Association’s national high school essay contest completed its twenty-third year with over 400 submissions from 44 states.

Three randomized rounds of judging produced this year’s winner, Justin Ahn, a junior from Deerfield Academy in Deerfield, Massachusetts. In his essay, “Mending Bridges: US-Vietnam Reconciliation from 1995 to Today,” Justin focuses on the successful reconciliation efforts by the Foreign Service in transforming US-Vietnam relations from post-war tension to close economic and strategic partnership.

Justin traveled to Washington in AUgust 2023, where he met with Secretary of State Antony Blinken. He also received a full tuition scholarship to an educational voyage with Semester at Sea.

Niccolo Duina was this year’s runner-up. He is a senior at Pulaski Academy in Little Rock, Arkansas. Niccolo attended the international diplomacy program of the National Student Leadership Conference in summer 2023.

There were eight honorable mentions:

• Santiago Castro-Luna – Chevy Chase, Maryland
• Dante Chittenden – Grimes, Iowa
• Merle Hezel – Denver, Colorado
• Adarsh Khullar – Villa Hills, Kentucky
• Nicholas Nall – Little Rock, Arkansas
• Ashwin Telang – West Windsor, New Jersey
• Himani Yarlagadda – Northville, Michigan
• Sophia Zhang – San Jose, California

Congratulations! We thank all students and teachers who took the time to research and become globally engaged citizens who care about diplomacy, development, and peacebuilding.

If you are not graduating this year, please consider submitting another essay for next year’s contest. The new prompt will be published in fall 2023.

PRIVACY POLICY:

AFSA collects your information for this contest and for AFSA partners. You may be signed up to receive updates or information from AFSA and our partners. You will receive confirmation from AFSA that your submission has been received and a notification if you are the winner or an honorable mention in June . You may also receive a message from our sponsor regarding their program offerings.

PLEASE NOTE:

Students whose parents are not in the Foreign Service are eligible to participate if they are in grades nine through twelve in any of the fifty states, the District of Columbia, the U.S. territories, or if they are U.S. citizens attending high school overseas. Students may be attending a public, private, or parochial school. Entries from home-schooled students are also accepted. Previous first-place winners and immediate relatives of directors or staff of AFSA, NLSC and Semester at Sea are not eligible to participate. Previous honorable mention recipients are eligible to enter. $2,500 to the writer of the winning essay, in addition to an all-expense paid trip to the nation’s capital from anywhere in the U.S. for the winner and his or her parents, and an all-expense paid educational voyage courtesy of Semester at Sea.

The winner's school also receives a donation of 10 copies of AFSA's Inside a U.S. Embassy: Diplomacy at Work

The Fund for American Diplomacy is AFSA's 501(c)(3) charitable organization that supports AFSA’s outreach goals. AFSA National High School Essay contest is AFSA’s main outreach initiative to high school students. We appreciate your willingness to contribute. Rest assured that your contribution will be put to good use. Donations to the FAD are fully tax deductible.

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American Foreign Policy: Theoretical Essays 7th Edition

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American foreign policy : three essays

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Guest Essay

Where Is America’s ‘Rules-Based Order’ Now?

By Spencer Ackerman

Mr. Ackerman is a foreign-policy columnist for The Nation and the author of “Reign of Terror: How the 9/11 Era Destabilized America and Produced Trump.”

No sooner had a nearly unanimous United Nations Security Council passed a resolution demanding an “immediate cease-fire” in Gaza last month than the United States and Israel acted as if it were a meaningless piece of paper. Israel, unwilling to accept a U.N. mandate, continued bombing the overcrowded southern city of Rafah and besieging Al-Shifa Hospital in Gaza City. Shortly after the vote, Biden administration officials called the resolution, No. 2728, “nonbinding,” in what appeared to be an attempt to deny its status as international law.

It was a confounding approach from an administration that allowed the resolution to go through with an abstention after vetoing three earlier ones. It also triggered a predictable bout of hand-wringing over the value of international law. At the State Department press briefing after the resolution passed, the department’s spokesman, Matthew Miller, said the measure would neither result in an immediate cease-fire nor affect thorny hostage-release negotiations. One reporter asked , “If that’s the case, what the hell is the point of the U.N. or the U.N. Security Council?”

The question is valid, but it’s also misdirected. U.N. resolutions that are written without enforcement measures obviously cannot force Israel to stop what its leadership insists is a justified war necessary to remove Hamas and prevent another Oct. 7 massacre. But it’s just as obvious what entity can make Israel stop and isn’t doing so: the United States.

Whatever the Biden administration might have thought it was doing by permitting the resolution to pass and then undermining it, the maneuver exposed the continuing damage Israel’s war in Gaza is doing to the United States’ longstanding justification for being a superpower: guaranteeing what U.S. administrations like to call the international rules-based order.

The concept operates as an asterisk placed on international law by the dominant global superpower. It makes the United States one of the reasons international law remains weak, since a rules-based order that exempts the United States and its allies fundamentally undermines the concept of international law.

American policymakers tend to invoke the concept to demonstrate the benefits of U.S. global leadership. It sounds, on the surface, a lot like international law: a stable global order, involving the panoply of international aid and financial institutions, in which the rules of acceptable behavior reflect liberal values. And when U.S. prerogatives coincide with international law, the United States describes the two synonymously. On the eve of Russia’s illegal 2022 invasion of Ukraine, Secretary of State Antony Blinken warned of a “moment of peril” for “the foundation of the United Nations Charter and the rules-based international order that preserves stability worldwide.”

But when U.S. prerogatives diverge from international law, America apparently has no problem violating it — all while declaring its violations to ultimately benefit global stability. The indelible example is the 2003 U.S. invasion of Iraq, which the George W. Bush administration cynically justified as a means of enforcing U.N. disarmament mandates. Iraq, the supposed violator, endured military occupation, while Washington’s unmatched military and economic power ensured that America faced little consequence for an invasion without U.N. authorization. Shortly before invading, the United States passed a law vowing to use “ all means ” necessary to release Americans detained by the International Criminal Court.

A cohort of American academics and once and future U.S. officials at Princeton later advocated what they called in a 2006 paper “ a world of liberty under law .” They framed it as addressing the weaknesses of international law, suggesting that when international institutions didn’t produce the outcomes favored by the “world of liberty,” there be an “alternative forum for liberal democracies to authorize collective action.” In practice, that forum has often been the White House. During the 2011 Libyan uprising, the United States and its allies used Security Council authorization of a no-fly zone to help overthrow Muammar Qaddafi — whose regime killed far fewer opponents than Israel has killed in Gaza since Oct. 7. American troops have now operated in eastern Syria for more than eight years, long enough for everyone to forget that there is no basis in international law for their presence.

That American-exceptionalist asterisk has been on display after each U.S. veto of cease-fire resolutions at the U.N. With Gaza’s enormous death toll and imminent famine , people can be forgiven for wondering about the point of the United States’ rules-based international order.

International law is unambiguously against what Israel is doing in Gaza. Two months before resolution No. 2728, the International Court of Justice ruled that the continuing Israeli campaign could plausibly be considered genocidal and ordered Israel to take measures to prevent genocide from unfolding. Ahead of 2728’s passage, the Canadian Parliament approved a motion, however porous , to stop new arms transfers to Israel. And the day the Security Council approved the resolution, the U.N.’s special rapporteur for the occupied territories, Francesca Albanese, recommended that member states should “immediately” embargo weapon shipments to Israel, since Israel “appears to have failed to comply with the binding measures ordered” by the international court.

But after 2728 passed, the White House national security spokesman, John Kirby, clarified that U.S. weapon sales and transfers to Israel would be unaffected. To the astonishment of some Senate Democrats , the State Department averred that Israel was not violating a Biden administration policy that recipients of American weaponry comply with international law. Last week, the White House reiterated that it had not seen “any incidents where the Israelis have violated international humanitarian law” after the Israel Defense Forces repeatedly bombed a convoy of aid workers from the World Central Kitchen who had informed the Israelis of their movements, killing seven.

The reality is that Washington is now arming a combatant that the United Nations Security Council has ordered to stop fighting, an uncomfortable position that helps explain why the United States insists 2728 isn’t binding.

And that reality isn’t lost on the rest of the world. The slaughter in Gaza has disinclined some foreign officials and groups to listen to U.S. officials about other issues. Annelle Sheline, a State Department human-rights officer who recently resigned over Gaza , told The Washington Post that some activist groups in North Africa simply stopped meeting with her and her colleagues. “Trying to advocate for human rights just became impossible” while the United States aids Israel, she said.

It’s a dynamic that sounds awfully reminiscent of what happened outside Europe when U.S. diplomats fanned out globally to rally support for Ukraine two years ago. They encountered “a very clear negative reaction to the American propensity for defining the global order and forcing countries to take sides,” as Fiona Hill, a Brookings Institution scholar, observed in a speech last year.

If the United States was frustrated by that negative reaction, imagine the reaction, post-Gaza, that awaits Washington the next time it seeks global support for the target of an adversary. The dead-on-arrival passage of resolution 2728 may very well be remembered as an inflection point in the decline of the rules-based international order — which is to say the world that the United States seeks to build and maintain.

Rising powers will be happy to cite U.S. precedent as they assert their own exceptions to international law. For as Gaza shows in a horrific manner, a world with exceptions to international law is one in which the least powerful suffer the most.

Spencer Ackerman is a foreign-policy columnist for The Nation and the author of “Reign of Terror: How the 9/11 Era Destabilized America and Produced Trump.”

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

American Foreign Policy in the Early 20th Century Essay

At the beginning of the 20 th century, the American government faced a wide array of challenges that were caused by changes in the socio-economic and political life of the country. The described issue concerned not only the tension in foreign political relations but also in home politics. Due to the increasing pressure from the working class, the unfairness of racial profiling becoming increasingly more evident, and the development of the women’s liberation movement, the atmosphere within the American society was rather tense at the beginning of the 20 th century. By creating the legal standards that promised protection to workers and introducing the basic principles of capitalism into society, the American government managed to address at least some of the social issues that were brewing within the U.S. at the time.

The introduction of new economic principles allowed boosting American economic growth and, thus, expanding its power overseas. The regulations issued by Theodore Roosevelt, William Howard Taft, and especially Woodrow Wilson led to the creation of the capitalist principles by which the interactions within the American market were performed (Foner 691). For instance, the management of the tariff issue suggested by Wilson and the transfer of employees from a caste of people with very few rights to wage earners who could demand fair treatment created an unprecedented spur in the industrial and economic development of the U.S. (Foner 695). As a result, the setting of the American market was changed forever, representing the workforce as people with a loud voice in the community, whose needs had to be satisfied for organizations to perform properly.

While the approaches that Theodore Roosevelt, William Howard Taft, and Woodrow Wilson utilized in boosting the economic development of the U.S. were different, at their core, they shared the same idea of increasing the influence of the U.S. as an economic power. Specifically, Roosevelt placing emphasis on the rights and needs of the working class as the foundation of the industrial development of the country led to the same outcomes as Wilson’s focus on federal oversight as the basis for managing economic relationships. Moreover, the presidents seemed to share the same sentiment about the necessity to provide assistance and additional opportunities to disadvantaged members of the population (Foner 697). As a result, prerequisites for massive economic upheaval in the U.S. were created successfully, encouraging every citizen to participate in new, equality-based relationships within the American market. The described semblance of proto-capitalism allowed establishing the market relationships that can be observed in the modern economic context.

The creation of the legal system that established clear standards for economic relationships between an employee and an employer, as well as other regulations that helped to b build the foundation for the capitalist structure that can be observed in modern American society, helped the American government to address social concerns. As a result, the extent of the social tension experienced within American society was minimized, even though certain problems such as racial profiling or gender equality were yet to be managed. The reorganization of the relationships within the economic system of the U.S. and creating a single system according to which they were managed was principal to the further economic development. Moreover, uniform standards for employment and the further relationships between a company and its employees allowed avoiding the cases of unfair treatment. Therefore, the American government managed the social tensions emerging at the beginning of the 20 th century quite effectively.

Foner, Eric. Give Me Liberty! 3rd ed., W. W. Norton & Company, 2016.

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IvyPanda. (2021, June 6). American Foreign Policy in the Early 20th Century. https://ivypanda.com/essays/american-foreign-policy-in-the-early-20th-century/

"American Foreign Policy in the Early 20th Century." IvyPanda , 6 June 2021, ivypanda.com/essays/american-foreign-policy-in-the-early-20th-century/.

IvyPanda . (2021) 'American Foreign Policy in the Early 20th Century'. 6 June.

IvyPanda . 2021. "American Foreign Policy in the Early 20th Century." June 6, 2021. https://ivypanda.com/essays/american-foreign-policy-in-the-early-20th-century/.

1. IvyPanda . "American Foreign Policy in the Early 20th Century." June 6, 2021. https://ivypanda.com/essays/american-foreign-policy-in-the-early-20th-century/.

Bibliography

IvyPanda . "American Foreign Policy in the Early 20th Century." June 6, 2021. https://ivypanda.com/essays/american-foreign-policy-in-the-early-20th-century/.

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