Lesson by Nate McAlister
Essay by Michael Neiberg, US Army War College
Grade Level: 7–12
Number of Class Periods: 2–3
Primary Theme: Global History and US Foreign Policy
In the two lessons in this unit the students will analyze and assess cartoons, speeches, government documents, and other texts created between 1915 and 1941. The objective is to have students recognize the contrasting arguments of the isolationists and interventionists and analyze key elements of the debate about America’s role in the world between World War I and World War II. Using these key elements students will examine, identify, evaluate, and discuss significant ideas from several isolationist- and interventionist-focused documents. As an assessment, they will use the documents to create a scripted news conference aimed at shifting the opinion of the American public toward isolation or intervention in the world.
Lesson Plan Author: Nate McAlister
Historical Background Essay by: Michael Neiberg, US Army War College
Additional Information About This Unit
Common Core State Standards
Common Core State Standards
CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Essential Question
Essential Question
What part should the United States have played in the world between 1918 and 1941?
Documents
Documents
George Washington, Farewell Address, 1796
Henry Cabot Lodge (MA), Speech on the Constitution of the League of Nations, 1919
Smedley D. Butler, War Is a Racket, 1935
Clifford Berryman, “Lafayette, We Are Here!” 1940
Woodrow Wilson, Address of the President of the United States, 1917
William C. McAdoo, Press statement regarding Woodrow Wilson’s work at the Peace Conference (Versailles), 1921
Franklin D. Roosevelt, Address of the President at Chautauqua, N.Y., 1936
Committee to Defend America by Aiding the Allies, Statement of Policy, 1941