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.

• 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?

• 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.

• 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 intended for students familiar with the basic facts about World War I and its aftermath.
• For background on the League of Nations, read Chapter Nine: The League of Nations (from “An Outline of American History,” USIA, 1994) on From Revolution to Reconstruction, a link from the EDSITEment resource American Studies at the University of Virginia.
• To help students understand the personalities involved in the debate over the League of Nations, give them the opportunity to view the following videos available on the PBS website Woodrow Wilson, on the page Wilson—A Portrait: The League of Nations a link from the EDSITEment resource American Memory:
  • Video: The League (Low) (3:20) or Video: The League (High) (3:20)
  • Video: Public Support (Low) (2:00) or Video: Public Support (High) (2:00)
  • If desired, read as well the brief essay Wilson—A Portrait: The League of Nations, also available on the PBS website Woodrow Wilson.