• Lesson 2: On the Road with Marco Polo: From Venice to Hormuz

    A map of Marco Polo's route to and from China.

    Marco Polo's father and uncle returned to Venice when he was 15 years old. Two years later, when they set off again for China, they decided to take Marco with them. Students will take a “virtual” trip with Marco Polo from Venice to China and back. The first leg of the journey ends at Hormuz.

  • Lesson 3: On the Road with Marco Polo: From Hormuz to Kashgar

    A map of Marco Polo's route to and from China.

    The Polos were so concerned about the seaworthiness of the ships they found at Hormuz that they changed their plans and decided instead to follow a series of trade routes across Asia to China. Students will "accompany" them on this leg og the trip, from Hormuz to Kashgar.

  • Lesson 2: What's In A Name? British Surnames Derived from Places

    Last names as we know them now originated

    Over half of all English surnames used today are derived from the names of places where people lived. This type is known as a locative surname. For example, a man called John who lived near the marsh, might be known as John Marsh. John who lived in the dell was called John Dell. Other examples are John Brook, John Lake, and John Rivers.

  • Morality "Tails" East and West: European Fables and Buddhist Jataka Tales

    Malaysian Buddha figurine.

    Fables, such as those attributed to Aesop, are short narratives populated by animals who behave like humans, and which convey lessons to the listener. Jataka Tales are often short narratives which tell the stories of the lives of the Buddha before he reached Enlightenment. In this lesson students will be introduced to both Aesop’s fables and to a few of the Jataka Tales, and through these stories will gain an understanding of one genre of storytelling: morality tales.

  • George Orwell's Essay on his Life in Burma: "Shooting An Elephant"

    George Orwell confronted an Asian elephant like this one in the story recounted  for this lesson plan.

    Eric A. Blair, better known by his pen name, George Orwell, is today best known for his last two novels, the anti-totalitarian works Animal Farm and 1984. He was also an accomplished and experienced essayist, writing on topics as diverse as anti-Semitism in England, Rudyard Kipling, Salvador Dali, and nationalism. Among his most powerful essays is the 1931 autobiographical essay "Shooting an Elephant," which Orwell based on his experience as a police officer in colonial Burma.

  • The Path of the Black Death

    The Black Plague cut a huge swath of devastation through the heart of 14th  century Europe.

    The Black Death cut a path—both literal and figurative—through the middle of the 14th century. In this lesson, students analyze maps, firsthand accounts, and archival documents to trace the path and aftermath of the Black Death.

  • Witnesses to Joan of Arc and The Hundred Years' War

    Statue of Joan of Arc in Meridian Hill Park, Washington, D.C.

    Joan of Arc is likely one of France's most famous historical figures, and has been mythologized in popular lore, literature, and film. She is also an exceptionally well-documented historical figure. Through such firsthand accounts students can trace Joan's history from childhood, through her death, and on to her nullification trial.

  • 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.

  • 300 Spartans at the Battle of Thermopylae: Herodotus's Real History

    “Μολον Λαωε!”

    Students may be familiar with this famous battle from its depiction in Zack Snyder's movie 300, based on Frank Miller's graphic novel. In this lesson students learn about the historical background to the battle and are asked to ponder some of its legacy, including how history is reported and interpreted from different perspectives.

    Lesson Plans: Grades 9-12
    Curriculum Unit

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

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    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