• Thomas Edison's Inventions in the 1900s and Today: From "New" to You!

    Edison vitascope

    This lesson plan introduces students to Thomas Edison’s life and inventions. It asks students to compare and contrast life around 1900 with their own lives and helps students understand the connections between the technological advancements of the early twentieth century and contemporary society and culture.

  • Lesson 2: United States Entry into World War I: Some Hypotheses About U.S. Entry

    United States Entry into World War I: Portrait of Woodrow Wilson

    What is the most compelling evidence explaining why the U.S. entered World War I? After completing the lessons in this unit, students will be able to: Take a stand on a hypothesis for U.S. entry into World War I, supported by specific evidence

  • Lesson 1: United States Entry into World War I: Two Diametrically Opposed Views

    United States Entry into World War I: Portrait of Woodrow Wilson

    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 lesson, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.

  • Lesson 2. The Debate in the United States over the League of Nations: Disagreement Over the League

    Woodrow Wilson for League of Nations

    American foreign policy 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 failure provides insight into international affairs in the years since Great War. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.

  • Lesson 1: The Debate in the United States over the League of Nations: League of Nations Basics

    Woodrow Wilson for League of Nations

    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.

  • Lesson 1: Understanding the Context of Modernist Poetry

    Planes, (subway) trains, automobiles and World War I

    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.

  • Lesson 3: U.S. Neutrality and the War in Europe, 1939–1940

    Famous aviator Charles Lindbergh

    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.

  • Edith Wharton: War Correspondent

    American author Edith Wharton

    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.

    Lesson Plans: Grades 9-12
    Curriculum Unit

    United States Entry into World War I: A Documentary Chronology (3 Lessons)

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    The Unit

    Overview

    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?.

    Guiding Questions

    • What important events led to U.S. involvement in World War I?
    • What is the most compelling evidence explaining why the U.S. entered World War I?

    Learning Objectives

    • List important events leading to U.S. involvement in World War I.
    • Take a stand on a hypothesis for U.S. entry into World War I, supported by specific evidence.

    Preparation Instructions

    • Review the curriculum unit. Locate and bookmark suggested materials and other useful websites. Download and print out documents you will use and duplicate copies as necessary for student viewing.
    • Download the Master PDF. Print out and make an appropriate number of copies of any handouts you plan to use in class.
    • Before printing any oversized documents, use the Print Preview function of your browser to see how each will look. Change the settings in Page Setup, as desired, by selecting Print Preview from the FILE option in your browser. Use the Print Preview function after making changes.
    • This unit is a Web quest. Given specified resources on the Internet (though not necessarily limited to those resources), student groups are challenged to create a slideshow using archival documents to tell the story of U.S. entry into World War I. No single cause would be sufficient to explain something as complex as the reasons behind U.S. entry into World War I. It's difficult to discuss the reasons, however, without talking about them separately. In this lesson, the students are looking for primary causes and a way to understand the process by which the U.S. entered World War I.
    • This unit is intended for students familiar with the basic facts about World War I.
    • For background on the entry of the U.S. into World War I, read the following essays from "An Outline of American History" (USIA, 1994), available on From Revolution to Reconstruction, a link from the EDSITEment resource American Studies at the University of Virginia:

    The Lessons

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > Place > Europe
    • History and Social Studies > U.S. > The Emergence of Modern America (1890-1930)
    Skills
    • Critical analysis
    • Critical thinking
    • Developing a hypothesis
    • Discussion
    • Evaluating arguments
    • Gathering, classifying and interpreting written, oral and visual information
    • Historical analysis
    • Interpretation
    • Making inferences and drawing conclusions
    • Textual analysis
    • Using archival documents
    Lesson Plans: Grades 9-12
    Curriculum Unit

    The Debate in the United States over the League of Nations (3 Lessons)

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    Share

    The Unit

    Overview

    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.

    Guiding Questions

    • What was Woodrow Wilson's role in and vision for peace and the League of Nations after World War I?
    • What were the central issues in the debate in America over the League of Nations?

    Learning Objectives

    • Describe Wilson's concepts for peace and the League of Nations and efforts to foster American support for it.
    • Discuss the opposition to the League in the Senate.

    Preparation Instructions

    The Lessons

    • Lesson 1: The Debate in the United States over the League of Nations: League of Nations Basics

      Woodrow Wilson for League of Nations

      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.

    • Lesson 2. The Debate in the United States over the League of Nations: Disagreement Over the League

      Woodrow Wilson for League of Nations

      American foreign policy 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 failure provides insight into international affairs in the years since Great War. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.

    • Lesson 3: The Debate in the United States over the League of Nations: Five Camps: From Voices of Consent to Voices of Dissent

      Woodrow Wilson for League of Nations

      American foreign resonates with 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 failure provides insight into international affairs in the years since 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.

    The Basics

    Grade Level

    9-12

    Subject Areas
    • History and Social Studies > Place > Europe
    • History and Social Studies > U.S. > The Emergence of Modern America (1890-1930)
    • History and Social Studies > Themes > War and Foreign Policy
    Skills
    • Critical analysis
    • Critical thinking
    • Debate
    • Discussion
    • Evaluating arguments
    • Gathering, classifying and interpreting written, oral and visual information
    • Historical analysis
    • Making inferences and drawing conclusions
    • Textual analysis
    • Using archival documents