President Roosevelt's proposal to provide direct military aid to Great Britain launched a nationwide debate over foreign policy that lasted through most of 1941. Should the United States observe its traditional policy of non-involvement in European affairs (to which World War I had been a notable exception), or should the United States take whatever steps were necessary (up to and, perhaps, including direct involvement in the war) to prevent a German victory?In this lesson students are introduced to the main arguments used by both sides in this great debate. Through the use of an interactive map and primary source documents, students trace the events of 1941, and think critically about what foreign policy would have best served national interests.

In what ways did John Quincy Adams and Thomas Jefferson contribute to the formulation of the Monroe Doctrine?

For American diplomacy, the war against Japan was not just about the destruction of Japanese supremacy in the Pacific, China, and Southeast Asia. The ultimate issue was just what would replace Japan's imperial design of a "Greater East Asia Co-Prosperity Sphere." This lesson plan focuses on two major postwar problems"”the future of China and (using French Indochina as a test case) the future of Western imperialism in Southeast Asia.

The newly re-elected Abraham Lincoln sought to unite the American people by interpreting the waning conflict as a divine judgment upon both sides of the war. This lesson will examine Lincoln's Second Inaugural Address to determine how he sought to reunite a divided country through a providential interpretation of the Civil War.

What arguments were put forth in objection to the Sedition Act? Supporters of Thomas Jefferson and James Madison believed the Sedition Act was designed to repress political opposition to President John Adams and the Federalists.

The U.S. victory over the Japanese Navy at Midway succeeded in stopping the Axis advance in the Pacific, and by early 1943 the Marines had driven the Japanese from Guadalcanal. This lesson will guide students through the military campaigns of the Pacific theater, tracing the path of the Allied offensives.

In 1798, Jefferson predicted the consequences of the passage of the Sedition (and Alien) Act. In this lesson, students will look at documents reflecting some of the consequences of the Sedition Act. How close was Jefferson's prediction?

What was life like for women in the first half of the 19th century in America? What influence did women have in shaping the attitudes towards slavery? Towards women's suffrage?

In this lesson students synthesize the information gathered in the earlier intelligent briefings and in the written intelligence in order to build a relationship with one other team of student diplomats

For the curriculum unit The Diplomacy Challenge. Lesson One. A key role of diplomats is to gather and analyze intelligence. In this lesson, students acting as diplomats, will prepare a short intelligence briefing on their assigned empire to present to the representatives of the other modern empires.

In this lesson, students are introduced to Tocqueville's argument about the "omnipotent" power of the majority in America and its consequences. After an initial statement that the "very essence" of democracy is majority rule, he contrasts the means by which state constitutions artificially increase the power of the majority with the U.S. Constitution, which checks that power.

In this lesson, students, working with their empire teams, will negotiate a treaty.

One of the important roles of diplomats is to negotiate treaties between countries

In Tocqueville's discussion of how the majority in America constrains freedom of thought, he makes some of the most extreme criticisms against democracy. For example, he says "I do not know any country where, in general, less independence of mind and genuine freedom of discussion reign than in America"; and, "there is no freedom of mind in America."

A key role of diplomats is to gather and analyze intelligence. In this lesson, students acting as diplomats will present a short "intelligence briefing" to the representatives of the other Early Modern empires.

In this lesson, students continue their examination of Tocqueville's argument about the power of the majority and its consequences. Having suggested previously that the majority can crush a minority without even hearing its screams, he elaborates on the dangers of unchecked and unlimited power in democratic America and how to deal with it.

Students listen to a biography of Martin Luther King, Jr., view photographs of the March on Washington, and study King's use of imagery and allusion in his "I Have a Dream" speech.

Although most students would agree that To Kill a Mockingbird explores the brutal injustice of the Jim Crow South in a small town, they do not always realize that the novel has little explicit acknowledgement of the African-American response. While the injustice is clearly perpetrated against African Americans, readers observe the suffering only through the eyes of the white characters. Chapter 12 provides a brief moment where students can see the reaction of one African-American character, Lula. Spending time looking at and understanding Lula’s anger toward Scout and Jem is critical to teaching this novel.

Long perceived as a recluse who wrote purely in isolation, Emily Dickinson in reality maintained many dynamic correspondences throughout her lifetime and specifically sought out dialogues on her poetry. These correspondences"”both professional and private"”reveal a poet keenly aware of the interdependent relationship between poet and reader.

Trade was critical to Old Babylonia, where many highly prized natural resources were scarce but agricultural goods were in surplus. A vibrant trading system developed, bringing manufactured goods and raw materials from as far as Turkey, and even India, 1500 miles away. Trade became integral to the economy and the culture. In this lesson, students explore the trade industry in Old Babylonia and its far-flung influence.