Since the Bolshevik Revolution of 1917, Soviet leaders had been claiming that communism and capitalism could never peacefully coexist. Agreements regarding the postwar world were reached at Yalta and Potsdam, but the Soviets wasted no time in violating them. Harry Truman believed that the proper means of responding to an international bully was a credible threat of force.

In this lesson, students learn about the events of the Cuban Missile crisis in October 1962 and understand how the United States and the Soviet Union came to the brink of nuclear war.

A chapter from The American Yawp open source history textbook focusing on, "The Recent Past."

In this activity, students study an image and answer a series of questions. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.

In this lesson, students will explore the justification of the United States in entering the Spanish American war and whether it matches up with the final results achieved through the Treaty of Paris and the Platt Amendment. By the end of this lesson, students will be able to: 1. describe President McKinley's "official" justification for entering the Spanish American War by completing the activity worksheet. 2. describe the Teller Resolution by completing the activity worksheet. 3. list the terms of the Treaty of Paris and complete the activity worksheet. 4. explain the impact of the Platt Amendment on Cuban sovereignty by completing the question on the activity worksheet, "How does the Platt Amendment establish United States power over Cuba?"

In this lesson on the Spanish American War from Historical Thinking Matters, students will use contrasting newspaper accounts of the explosion of the Maine to gain insight into how an author’s word and information choices influence the message and tone of the text. Students will view a 3-minute movie to establish context, use a graphic organizer to compare the articles, and write an essay where they take a position about which account is most believable.

In this lesson, students work through the Spanish-American War investigation on the Historical Thinking Matters website. They read the nine documents, answer guiding questions on the interactive on-line notebook, and prepare to complete the final essay assignment using their notes. Each day includes a brief teacher-led activity or presentation designed to facilitate students’ work. Students complete an essay and participate in a discussion reviewing the four historical reading strategies used to frame the site’s notebook questions.

In this activity, students study political cartoons and answer a series of questions. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.

In this activity, students examine and analyze a series of primary source documents that relate to the Spanish American war.

In this lesson, students use McKinley’s war speech ("McKinley" document) to challenge a textbook’s account of the explosion of the Maine triggering the Spanish-American War. First, students read a selected textbook passage and begin to analyze its story. They then consider what McKinley’s war speech to Congress might contribute to their understanding of these causes, read McKinley’s words, and answer the notebook questions on the site. Finally, each student rewrites the textbook passage using evidence from this primary document.

This inquiry-based lesson plan addresses the supporting question "What were the experiences of soldiers in combat?" and helps students understand what life was like during WWI from the perspective of an NC doughboy.

In this lesson, students will collaboratively examine and analyze editorial cartoons focusing on Theodore Roosevelt and the subject of American Imperialism. Students will identify and explain the intended message of the cartoons and gauge the accuracy of the content.

In this lesson, students investigate the Vietnam War. The lesson stresses the importance of the Tet Offensive in turning American public opinion against the war and illuminates how the Vietnam War remains a vital part of American life and culture.

In this lesson, students read about the Korean War and how General Douglas MacArthur challenged President Harry S. Truman's authority. A set of discussion questions is provided. In an associated activity, students examine the value of civilian control of the military.

In this lesson, students review the relationship between Iran and the United States. A set of discussion questions is provided. In an associated activity, students assume the role of a task force to advise the president and Congress on the future of U.S.-Iran relations. Each task force should discuss the pros and cons of each option and then write a position paper recommending one of them or its own proposal.

After four long and bitter years of a disastrous conflict that claimed the lives of over 620,000 soldiers, a haggard and worn president looked over the crowd and uttered the immortal words: “With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nation’s wounds, to care for him who shall have borne the battle and for his widow and his orphan, to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations.

A chapter from The American Yawp open source history textbook focusing on, "The Unraveling."

In this lesson, students will be able to understand imperialism through the use of political cartoons and class discussion. Students will analyze political cartoons and quotes and decide which side each cartoon and quote sides with, then create their own political cartoon with an opposing quote which will allow them to present two different points of view on a particular topic.

The goal of this inquiry is to help students understand the various factors that caused the United States to be on the winning side in World War II. The compelling question “Why was the US on the winning side of World War II?” engages students with both the economic and military factors that contributed to a successful war effort. Students start with an examination of the home front before looking at military factors in the wars in Europe and the Pacific. Students should be able to articulate a variety of factors that caused the Allied victory.

In this lesson, students will use political cartoons to become familiar with the role of the United States in the Post-World War One Era.