What was the Monroe Doctrine? What principles of foreign policy did this Doctrine establish? What were the significant events in U.S. diplomacy before 1823? What diplomatic roles had James Monroe played before he became president? Here, a careful examination of the document anticipates what is to come.

The influence of President Woodrow Wilson on American foreign policy has been profound and lasting. Using a variety of primary sources, students analyze the origins of the ambitious foreign policy that came to be known as Wilsonianism and compare it with important alternative traditions in American foreign policy.

American foreign policy continues to resonate with the issues involved in the entry of the United States into World War I"”unilateralism versus foreign alliances, the responsibilities of power, the influence of the military-industrial complex on foreign policy, the use of force to accomplish idealistic goals. Understanding the choices the Wilson administration made and their consequences provides insight into international affairs in the years since the end of the Great War and beyond. In this lesson, students reconsider the events leading to U.S. entry into World War I through the lens of archival documents.

What qualities made George Washington an effective military leader? How were the responsibilities of the Commander-in-Chief affected by conditions during the Revolutionary War?

In this lesson, students examine the First and Second National Banks and whether or not such a bank's powers are constitutional or unconstitutional.

Students examine examples of primary documents (and some secondary accounts) that illuminate key points in President Madison's letter. The lesson identifies 10 statements in the message about which students are likely to have questions, and it provides relevant materials. If students raise questions about other sections of the letter, class members may be able to locate pertinent documents on their own, once they become familiar with some of the sources available in the records of Congress.

Did the increased right to vote translate into an increase in the percentage and totals of white males who actually voted? Students will look for connections between the candidacy of Andrew Jackson and trends in voter participation in the presidential election of 1828.

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.

All of the major candidates for president in the 1824 election claimed allegiance to the same party, the Democratic-Republicans. What distinguished the candidates from each other? What were the important issues in the campaign of 1824?

Abraham Lincoln felt that the attempt of seven states to leave the American union peacefully was, in fact, a total violation of law and order. This lesson will examine Lincoln's First Inaugural Address to understand why he thought his duty as president required him to treat secession as an act of rebellion and not a legitimate legal or constitutional action by disgruntled states.

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?

This lesson engages students in the debate over the Social Security Act that engrossed the nation during the 1930s.

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.

Whether it be called the Civil War, the War between the States, the War of the Rebellion, or the War for Southern Independence, the events of the years 1861-1865 were the most traumatic in the nation's history. This lesson plan will introduce students to wartime politics.

As the delegates at the Philadelphia Convention of 1787 continued to develop a plan of government that would remedy the defects of the Articles of Confederation, one of the most difficult challenges was creating the office of the presidency. This lesson will focus on the arguments over the various characteristics and powers of the office of president as debated during the Constitutional Convention of 1787.

George Washington became President"”reluctantly"”at a critical time in the history of the United States. The Confederation had threatened to unravel; the weak central government (which included a weak executive with the sole responsibility of presiding over meetings of Congress and no special power to initiate laws beyond that of any member of Congress, enforce laws, or check acts of Congress) created by the Articles of Confederation had failed.

What arguments were offered in support of the Sedition Act? Washington's favorable attitude toward the Sedition Act illustrates that reasonable men in 1798 could support what most modern Americans would regard as an unjust law.

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?

For the Japanese leadership, events in Europe during the first half of 1940 offered new opportunities for resolving the war in China. In this lesson students will examine primary documents and maps to discover why Japan embarked on its "southern advance."

Students review the contents of the War Message and consider what documents might be useful in making further analyses of the text.