American foreign policy resonates with the same issues as the debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its ultimate failure provides insight into international affairs in the years since the end of the Great War and beyond. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.
Understanding the context of literary modernism (specifically, modernist poetry) is important for students before they analyze modernist texts themselves. To that end, this lesson enables students to explore and consider the forces that prompted such a “fundamental change” in human nature.
The outbreak of war in Europe in September 1939 posed a serious challenge to U.S. neutrality. On the one hand, Americans' sympathies lay overwhelmingly with Great Britain and its allies; on the other hand, public sentiment overwhelmingly favored staying out of the war. Through a study of contemporary documents, students learn about the difficult choices faced by the Roosevelt administration during the first fifteen months of World War II, culminating in the decision to provide direct military aid to Great Britain.
Through reading chapters of Edith Wharton's book, Fighting France, From Dunkerque to Belfort, students will see how an American correspondent recounted World War I for American readers.
American foreign policy continues to resonate with the issues involved in the entry of the United States into World War I-unilateralism versus foreign alliances, the responsibilities of power, the influence of the military-industrial complex on foreign policy, the use of force to accomplish idealistic goals. Understanding the choices the Wilson administration made and their consequences provides insight into international affairs in the years since the end of the Great War and beyond.
In this curriculum unit, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.
Note: This unit may be taught either as a stand-alone lesson or as a prequel to the complementary EDSITEment curriculum unit The Debate in the United States Over the League of Nations. It may also be taught in conjunction with the EDSITEment curriculum units African Americans Soldiers in World War I: The 92nd and 93rd Divisions and African American Soldiers After World War I: Had Race Relations Changed?.
Sometimes people call me an idealist. Well, that is the way I know I am an American . . . America is the only idealist nation in the world.”
—President Woodrow Wilson
National I must remain and in that way I, like all other Americans, can render the amplest service to the world.”
—Senator Henry Cabot Lodge
American foreign policy continues to resonate with the issues surrounding the debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its ultimate failure provides insight into international affairs in the years since the end of the Great War and beyond.
In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.
Note: This lesson may be taught either as a stand-alone lesson or as a sequel to the complementary EDSITEment lesson U.S. Entry into World War I: A Documentary Chronology.
The English novelist Virginia Woolf declared that human nature underwent a fundamental change "on or about December 1910." The statement testifies to the modern writer's fervent desire to break with the past, rejecting literary traditions that seemed outmoded and diction that seemed too genteel to suit an era of technological breakthroughs and global violence.”
—from the EDSITEment-reviewed Academy of American Poets “The Modernist Revolution: Make It New”
Modernist poetry often is difficult for students to analyze and understand. A primary reason students feel a bit disoriented when reading a modernist poem is that the speaker himself is uncertain about his or her own ontological bearings. Indeed, the speaker of modernist poems characteristically wrestles with the fundamental question of “self,” often feeling fragmented and alienated from the world around him. In other words, a coherent speaker with a clear sense of himself/herself is hard to find in modernist poetry, often leaving students confused and “lost.”
Such ontological feelings of fragmentation and alienation, which often led to a more pessimistic and bleak outlook on life as manifested in representative modernist poems such as T.S. Eliot’s “The Love Song of J. Alfred Prufrock,” were prompted by fundamental and far-reaching historical, social, cultural, and economic changes in the late 1800s and early 1900s. The rise of cities; profound technological changes in transportation, architecture, and engineering; a rising population that engendered crowds and chaos in public spaces; and a growing sense of mass markets often made individuals feel less individual and more alienated, fragmented, and at a loss in their daily worlds. World War I (WWI), moreover, contributed to a more modern local and world view.
Understanding the context of literary modernism (specifically, modernist poetry) is important for students before they analyze modernist texts themselves. To that end, this three-lesson curriculum unit begins with Lesson One: “Understanding the Context of Modernism Poetry,” followed by Lesson Two: “Thirteen Ways of Looking at a Blackbird,” which features “warm-up” exercises to give students initial bearings for reading and analyzing modernist poetry. The curriculum unit ends with T.S. Eliot’s “The Love Song of J. Alfred Prufrock”; this lesson requires students to analyze modernist poetry in more depth and detail. You may extend the unit by teaching additional modernist poets such as Marianne Moore, Jean Toomer, William Carlos Williams, and Ezra Pound.
In the years after World War I Americans quickly reached the conclusion that their country's participation in that war had been a disastrous mistake, one which should never be repeated again. During the 1920s and 1930s, therefore, they pursued a number of strategies aimed at preventing war.
At first the major players in this effort were American peace societies, many of which were part of larger international movements. Their agenda called for large-scale disarmament and an international treaty to abolish war. Their efforts bore fruit, as 1922 saw the signing of a major agreement among the great powers to reduce their numbers of battleships. Six years later most of the world's nations signed the Kellogg-Briand Pact, in which the signatories pledged never again to go to war with one another.
However, events in the early- to mid-1930s led many Americans to believe that such agreements were insufficient. After all, they did not deter Japan from occupying Manchuria in 1931, nor four years later did they stop the German government from authorizing a huge new arms buildup, or Italy from invading Ethiopia. The U.S. Congress responded by passing the Neutrality Acts, a series of laws banning arms sales and loans to countries at war, in the hope that this would remove any potential reason that the United States might have for entering a European conflict.
When in 1939 war did break out between Germany on the one hand, and Britain and France on the other, President Franklin D. Roosevelt dutifully invoked the Neutrality Acts. However, he believed that this was a fundamentally different war from World War I. Germany, he believed (and most Americans agreed with him) was in this case a clear aggressor. Roosevelt therefore sought to provide assistance for the Allies, while still keeping the United States out of the war. He began by asking Congress to amend the neutrality laws to allow arms sales to the Allies. Later on, after German forces overran France, the president asked Congress for a massive program of direct military aid to Great Britain—an initiative that Roosevelt dubbed "Lend-Lease." In both cases the legislature agreed to FDR's proposals, but only after intense debate.
The question of how involved the United States should become in the European war deeply divided the country. On the one hand, Roosevelt and the so-called "internationalists" claimed that a program of aid to Great Britain and other countries fighting against Germany would make actual U.S. participation in the war unnecessary. On the other side stood those who were called "isolationists," who believed that the president's policies were making it increasingly likely that the country would end up in another disastrous foreign war. This debate was still raging when Japanese aircraft attacked Pearl Harbor on December 7, 1941. At this point it was clear that, like it or not, the United States would be a full participant in the Second World War.
If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets.
Although most Americans were shocked by the Japanese attack on Pearl Harbor on December 7, 1941, the outbreak of war between the two countries came as no surprise to most observers of international affairs. Indeed, the war could be seen as the culmination of tensions between the two countries that can be traced back to 1915, when Japan issued its so-called "Twenty-One Demands" on China. These demands, presented as an ultimatum to the Chinese government, would have amounted to giving Japan a privileged status in certain parts of the country. This was in direct conflict with the stated policy of the United States toward China—the famous "Open Door," in which all countries were to respect Chinese sovereignty and enjoy equal access to Chinese trade.
Exacerbating the situation were the economic problems of Japan in the late 1920s, made worse by the Great Depression which swept the industrialized world in the early 1930s. As an island country with few natural resources, Japan was dependent on international trade, which was disrupted by the economic crisis. Moreover, Japan was overpopulated, but other countries—most importantly the United States—closed the door to Japanese emigrants. Increasingly Japan's military leaders became convinced that only through domination of China could they solve their country's problems. Japan's excess population could be settled in the largely undeveloped Chinese province of Manchuria, while Japanese industry could be revitalized through control of China's import market.
Therefore the 1930s saw a steadily increasing campaign of Japanese aggression in China, beginning with the invasion of Manchuria in 1931 and culminating in the outbreak of full-scale war between the two powers in 1937. Each instance of aggression resulted in denunciations from the United States, but the administrations of the time—that of Herbert Hoover until 1933, and of Franklin D. Roosevelt thereafter-understood that there was no will on the part of the American public to fight a war in East Asia. Therefore U.S. policy by the late 1930s consisted of nothing more than a refusal to recognize Japanese conquests, limited economic sanctions against Japan, and equally limited military and economic assistance for China.
Nevertheless, the Japanese bitterly resented even these halfway measures, and when their war against China bogged down in 1939 they blamed outside interference for the stubborn refusal of the Chinese to submit to their terms. They sought a way to prevent foreign aid from reaching China, and to replace the foreign resources that they could no longer acquire due to American economic sanctions.
In Germany's lightning victories of April–June 1940 Tokyo believed it had found the answer to both problems. In Southeast Asia and the South Pacific lay a number of territories controlled by France, the Netherlands, and Great Britain, which none of those countries appeared capable of defending. If they were to fall into Japanese hands Tokyo's strategic dilemma, it seemed, could be solved. After concluding an alliance with Germany in July 1940, Japan pressured the French government into allowing Japanese troops to occupy the northern part of French Indochina. In the following year Japanese forces occupied the entire country.
The U.S. government met this latest series of aggressive moves with a steadily escalating campaign of economic sanctions, so that by late summer of 1941 Japan was no longer able to purchase any materials from the United States. This was a tremendous blow for many reasons, but particularly because Japan was almost completely dependent upon U.S. imports for its supply of oil. Without oil, of course, Tokyo would have to abandon its war against China—a humiliation that no Japanese leader would accept.
The result was a frenzy of diplomatic maneuvering between Japan and the United States throughout the second half of 1941. However, Tokyo knew that time was running out; if the United States failed to drop its trade sanctions Japan would run out of oil within months. Therefore Japan's leaders made a fateful decision-if no settlement could be reached with Washington by the end of November there would be war. Moreover, the Japanese naval command concluded that this war must begin with the most devastating attack possible against the United States—an air strike, using carrier-based planes, against the U.S. Pacific Fleet at Pearl Harbor. The result, of course, would be a four-year conflict that, in the end, would prove disastrous for Japan.
In this four-lesson curriculum unit, students begin by exploring through contemporary documents the rise of animosity between the United States and Japan beginning in World War I and continuing over the next two decades . They consider next through primary source documents and an interactive timeline the overall principles which underlay both Japanese and American foreign policy in the mid- to late-1930. Students turn then to examine through primary documents and maps why Japan embarked on its policy of aggression against China, also considering the U.S. response to this new policy, and how it contributed to war between the United States and Japan. Finally they are asked to put themselves in the shoes of U.S. and Japanese diplomats in the final months of 1941, desperately trying to reach a settlement that will avoid war. Through the use of primary documents and an interactive map and timeline, they will consider whether there was any reasonable chance of preventing the outbreak of World War II in the Pacific.
Woodrow Wilson numbers among the most influential Presidents in the history of U.S. foreign policy. Elected in 1913 as a Progressive reformer, the former college professor and governor of New Jersey expected to devote his time and talents to fulfilling an ambitious domestic reform agenda. Foreign policy, Wilson assumed, would be a secondary concern. As he remarked, "[i]t would be the irony of fate if my administration had to deal chiefly with foreign affairs."
That irony was soon realized. In 1913, Wilson repudiated his predecessors' Dollar Diplomacy. (Dollar Diplomacy called for the U.S. government to promote stability, primarily in Latin America and the Caribbean, in order to yield investment opportunities for American companies, with the hope that the development would also result in prosperity for the affected nations.) Certainly Wilson supported private American investment in Latin America and elsewhere, but the promotion of democracy was a higher priority. In 1914, disturbed by the violence of Mexico's revolution (and the arrest of U.S. sailors in Tampico), Wilson sent American troops across the border. The next year, he dispatched Marines to Haiti.
The international event that most preoccupied the President was, of course, World War I, which broke out in Europe in August 1914. Wilson declared neutrality for the United States and urged Americans to remain impartial as well. Neutrality, however, quickly proved difficult. Just as American attempts to sell goods to France and Britain during the Napoleonic Wars had incurred the wrath of those battling Great Powers, so, too, did this wartime trade result in violations of U.S. neutrality. The British Navy seized goods bound for German ports; German submarine attacks on Allied ships resulted in American deaths. In April 1917, with German provocations growing worse, Wilson asked Congress to declare war on the Central Powers.
Wilson's actions were not merely reactive, however—far from it. After taking office, Wilson quickly evolved an ambitious foreign policy. Although he drew upon several durable traditions in U.S. foreign relations, most notably an abiding faith in the superiority of democracy, Wilson's foreign policy was unique in its own right. Among other points, "Wilsonianism" advocated the spreading of democracy, the opening of global markets, the creation of an international organization dedicated to keeping peace, and an active global role for the United States. The dispatch of troops to Mexico and Haiti reflected these goals, but it was through entry into World War I that Wilsonianism reached its high point. "The world must be made safe for democracy," declared the President, and, once the war was won, he hoped to achieve this aim through a just and fair peace treaty and the formation of the League of Nations.
In this curriculum unit, students will study the formation, application, and outcomes-successes and failures alike-of Wilson's foreign policy. Students will subsequently appreciate the profound legacy of Wilsonianism in U.S. foreign relations as they continue their study of modern U.S. history.
First, review each lesson plan. Second, find and bookmark the recommended links and materials from each lesson's EDSITEment reviewed websites. Third, download and print out selected documents and duplicate copies, as needed, for student viewing. (As an alternative, excerpted versions of the documents are included on the Text Document.) Fourth, download the Text Document for this lesson, provided here as a PDF, which includes questions for students to answer. Finally, print and copy the handouts you will use in class.
To provide your students with the skills needed to examine primary sources, you may find it helpful to visit the Learning Page from the Library of Congress.
In particular, students may find the Mindwalk activity useful in preparing to work with primary sources.
At the National Archives website, the Digital Classroom provides worksheets to practice document analysis.