How did conditions in Europe relate to the independence movements in South America? What reasons did President Monroe give for recognizing the independence movements in South America?
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.
Not everyone in the U.S. supported the War of 1812. What events during Madison's presidency raised constitutional questions? What were the constitutional issues? Where did Madison stand?
In this lesson, students examine Washington as a military leader and explore some of the difficulties he faced during the Revolutionary War.
Students review the contents of the War Message and consider what documents might be useful in making further analyses of the text.
By 1828, the United States had changed greatly, though it was still a young country. Instead of 13 states, there were 24, and enough territory to make quite a few more. What was the source of Andrew Jackson's popularity?
Many accounts portray the campaign of 1840 as almost exclusively about image, and manufactured images at that. This lesson gives students the opportunity to reflect on that point of view as they analyze campaign documents and accounts. Though intended for the teacher, all or part of the following background information may be useful for some students.
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 presidential election of 1824 represents a watershed in American politics. Four crucial elements of our election system were highlighted in the election of 1824: the nomination of candidates, the popular election of electors, the Electoral College, and the election of the president in the House when no candidate receives a majority in the Electoral College.
To what events in United States and European foreign affairs does the Monroe Doctrine refer? What was the primary purpose behind the Monroe Doctrine?
In this lesson of the curriculum unit, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.
There was general agreement at the beginning of the 19th century that the U.S. would greatly benefit from some internal improvements of a national nature, such as a nationwide network of roads and canals. But how should the funds for such projects be raised? Who should be in control of the projects"â€that is, who should administer them?
It was almost expected in the world of the late 18th century that the leader of a great military victory would be amply rewarded. But Washington refused any such reward. in this lesson, students examine Washington's resolve to refuse power in exchange for his leadership.
How were party politics reflected in the campaign of 1828? What were the positions of the fledgling Democratic Party and its opposition?
In what ways did John Quincy Adams and Thomas Jefferson contribute to the formulation of the Monroe Doctrine?
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.
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?
Students will analyze period political cartoons as they study the causes of the economic downturn, Van Buren's response as president, and the reaction to his measures.
Some regarded The Red Badge of Courage as unpatriotic and cowardly. The novel's more nuanced exploration of such values will be explored by students with a close reading of Chapter 23 in comparison with a more traditional tale of combat. Using their new understanding, students will be asked to select one of three published endings to The Red Badge of Courage best suited to their understanding of Crane's exploration of values in the novel.
The Red Badge of Courage's success refleced the birth of a modern sensibility; today we feel something is true when it looks like the sort of thing we see in newspapers or on television news. Gone are the trappings of romance and poetry and all the old ways of memorializing battle that had come to seem increasingly artificial, unreal. Increase your students' understanding of Crane's influences and how the novel's style helped convey a new realism.