In this lesson, students will survey the extent of and experiences of African Americans in military service during US war efforts from the Revolution to the Vietnam Conflict using a Hyperdoc (see attached) that can be assigned using your LMS system.

In this lesson, students view archival photographs, combine their efforts to comb through a database of more than 2,000 archival newspaper accounts about race relations in the United States, and read newspaper articles written from different points of view about post-war riots in Chicago.

This collection uses primary sources to explore the experiences of African American Soldiers in World War I. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Late in 1917, the War Department created two all-black infantry divisions. The 93rd Infantry Division received unanimous praise for its performance in combat, fighting as part of France's 4th Army. In this lesson, students combine their research in a variety of sources, including firsthand accounts, to develop a hypothesis evaluating contradictory statements about the performance of the 92nd Infantry Division in World War I.

This lesson provides students with tools to analyze primary source newspaper articles about the Great War (1914"“1917) in order to understand public opinion regarding the U.S. entry into the war from multiple perspectives.

Take a sneak peek at some interesting items from World War II! These artifacts were on display as part of the Secrets of WWII exhibit at the Ronald Reagan Presidential Library and Museum in 2022. The HERstory Spotlight Series takes a look at stories from both our Register, an interactive online database of military women, and our world class collection.The Military Women’s Memorial, a 501(c)(3) nonprofit organization, is the only historical repository documenting all military women’s service. It is located at the ceremonial entrance to Arlington National Cemetery and features an education center, interactive exhibitions, a world-class collection of military women’s stories, and engaging programs and events for all generations. Find out more about us at www.womensmemorial.org.

Check out some historic flags in our collection. These flags commemorate the military service of women during World War I and the Gulf War. The HERstory Spotlight Series takes a look at stories from both our Register, an interactive online database of military women, and our world-class collection.The Military Women’s Memorial, a 501(c)(3) nonprofit organization, is the only historical repository documenting all military women’s service. It is located at the ceremonial entrance to Arlington National Cemetery and features an education center, interactive exhibitions, a world-class collection of military women’s stories, and engaging programs and events for all generations. Find out more about us at www.womensmemorial.org.

Was the Treaty of Versailles, which formally concluded World War I, a legitimate attempt by the victorious powers to prevent further conflict, or did it place an unfair burden on Germany? This lesson helps students respond to the question in an informed manner. Activities involve primary sources, maps, and other supporting documents related to the peace process and its reception by the German public and German politicians.

Denise discusses her time in the military as well as the Tomb of the Unknown Soldier. Denise works for the Naval History and Heritage Command. She began her career as an active-duty Coast Guard officer. After September 11, 2001, she helped create the Transportation Security Administration and the Department of Homeland Security. She also served as Senior Counsel on the House of Representatives Homeland Security Committee. During President Obama’s first term, she was the Maritime Administration Chief Counsel and Special Counsel to the U.S. Department of Transportation General Counsel. Krepp’s family has long served in the military, including her husband, mother, father, uncles, grandfather, great uncles, and the generations before them. Staying true to our mission, HERstory programming explores the lived experiences of women veterans throughout American history. HERstory is a program where women veterans share their stories in video chats with President Wilson. We are the leading memorial and education center honoring women’s contributions to the service of our nation.   As the only historical repository documenting all military women’s service, we educate and inspire through innovative and interactive exhibitions, our world-class collections, and engaging programs and events for all generations. We honor the commitment, contributions and experiences of every woman who serves in, or with, the Armed Forces.

Join us as we recreate a World War I donut recipe used by Ethel Ash. Ash volunteered with the YMCA, a uniformed organization that worked alongside the military to boost morale. She served in France where she made hundreds of donuts a day for soldiers, with limited ingredients available to her. The Spotlight Series takes a look at stories from both our Register, an interactive online database of military women, and our world class collection.Recipe:1 cup water¼ cup butter¼ cup sugar¼ teaspoon cinnamon2 tablespoons cocoa powder½ teaspoon vanilla extract1 ¼ cup self-rising flour½ cup Sweetened Condensed MilkMusic: https://www.bensound.com

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.

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.

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.

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."

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.

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.

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."

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.

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.