Although the campaign in the Mediterranean was successful in forcing Italy out of the war, Allied military planners by late 1943 had concluded that it would not be enough to defeat Nazi Germany. This lesson plan will focus on the overall strategy pursued by the Allies in the final months of World War II in Europe.

In August 1914, President Woodrow Wilson asked Americans to remain impartial in thought and deed toward the war that had just broken out in Europe. For almost three years, the President presided over a difficult, deteriorating neutrality, until finally the provocations could no longer be ignored or negotiated. In this lesson, students analyze one of the most significant moments in twentieth century U.S. foreign relations: Wilson's decision to enter World War I in order to make the world "safe for democracy."

This lesson plan will explore Abraham Lincoln's rise to political prominence during the debate over the future of American slavery.

This lesson shows students how broadly the Lend-Lease Act of March 1941 empowered the federal government"”particularly the President"”and asks students to investigate how FDR promoted the program in speeches and then in photographs.

In January 1918, less than one year after the United States entered World War I, President Woodrow Wilson announced his Fourteen Points to try to ensure permanent peace and to make the world safe for democracy.

In 1899 and 1900, Secretary of State John Hay issued what became known as the Open Door Notes to foreign powers involved in China. Secretary Hay called on those powers to respect the rights of each other, to agree to an open market and equal trading opportunities for merchants of all nationalities, and to respect the territorial and administrative integrity of China.

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"”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.

Students demonstrate their knowledge of life before the Civil War, with an emphasis on differences between the North and South.

How were party politics reflected in the campaign of 1828? What were the positions of the fledgling Democratic Party and its opposition?

Faced with crippling economic sanctions imposed by the United States, the Japanese government decided in September 1941 to prepare for war to seize the raw materials that they were now unable to obtain from America. Students in this lesson will put themselves in the shoes of U.S. and Japanese diplomats in the final months of 1941.

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