War Teacher Resources
Find War educational ideas and activities
Showing 1 - 20 of 3,065 resources
Getting Involved in War
Students explore the reasons why the United States became involved in World War II and considers the reasons Japan decided to attack Pearl Harbor. They view a detailed interactive map showing the events at Pearl Harbor.
The United State of NATO
Students examine the past fifty years of NATO, focusing specifically on NATO's involvement and actions in conflicts around the world and the results of their involvement.
How Was the Korean War a "Flashpoint" of the Cold War?
Students examine the causes and the Korean War. In this Cold War lesson, students discover how the United States became involved in the Korean War and determine how it became a "flashpoint" in the Cold War. Students complete a worksheet activity.
Should America Have Gone to War in 1812?
Using an incredibly engaging activity and detailed lesson plan, your learners will serve as advisors to President Madison on whether to participate in what would become the War of 1812! Utilize a variety of effective instructional strategies to acquaint your class with the causes of the war. There are opportunities for group work and independent practice, analysis of primary sources, and written or performance assessments.
America's Wars, 1898-1945
Students examine the wars the United States was involved in between 1898 and 1945. In groups, they determine the causes and effects of each war and how each war changed the way the United States handled their foreign affairs. As a class, they debate American imperialism and how we have used it to our advantage in each war.
Police Action: The Korean War, 1950-1953
Young scholars explore why the United States became involved in the war in Korea. They discuss the confict between Truman and MacArthur, culminating in the latter's dismissal from command. They identify on a world map foreign countires associated with the Korean War.
Exit to the Left
Students share their own thoughts about the United States' involvement in Iraq. They read an article about what the Democrats would do if they were in charge. They develop a poll for members of their community to take and analyze the results. They draft a letter to a candidate who is running for office.
Speaking Out About Kosovo
Invite your class to reflect on the responsibility of newspapers to act as vehicles for citizens to voice their opinions. Using an article to gain factual info. about gov't strategies in dealing with current events in Kosovo, students write Voices articles discussing their opinion on the United States' involvement in the conflict in Kosovo.
The Diversity of Filipinos in the United States
ELLs are introduced to the experiences of Filipino immigrants to the United States. As a class, they discuss the various waves of immigration to the United States and state the reasons why they would leave the Philippines. They compare timelines of Filipino and Puerto Rican immigration and consider two case studies of Filipino immigrants. To end the lesson, they research their own family's immigration story. Some materials are missing in this resource, so it will needed to be supplemented.
How and why did the United States fight the Cold War in Guatemala?
Learners investigate the Cold War and why it was fought in Guatemala. In this Cold War lesson, students analyze documents from the CIA and textbooks then discuss. Learners work in pairs to answer questions and fill out graphic organizers.
Black and White in United States History: A Gray Area
Compare and contrast old and modern historical accounts of the life of Thomas Jefferson. Learners begin by evaluating the responsibilities of history textbooks in reporting historical events, people, and eras. Next, they discuss how new information should be used to enhance the information contained in standard texts. This exercise could be used as a critical thinking activity for your class.
The Tug of War
Students explore some of the potential future targets in the war against terrorism. Groups investigate the history of terrorism in Somalia, Yemen, Indonesia, the Philippines, and Iraq.
Students explore how empires around the globe have impacted the world in which they have existed. They analyze whether or not the United States is an imperialist nation and create their own empires based on their understanding of empires in history.
States and Mates
Discuss and reflect on the concept of allies and alliances. The class examines the competition between the United States and Venezuela. Using the New York Times, they search for examples of geopolitical alliances. In addition, they write a persuasive essay in support of either the United States or Venezuela.
Individual Rights vs. The Greater Good Within the Scope of War
When, if ever, is the government justified in restricting individual rights? When, if ever, should the "greater good" trump individual rights? To prepare to discuss this hot-button topic, class members examine primary source documents, including Abraham Lincoln's Proclamation suspending the Writ of Habeas Corpus, Supreme Court decisions, and Executive Order 9066. After an extended controversial issue discussion of the questions, individuals present their own stance through an argumentative essay supported by evidence drawn from the documents.
The Supreme Court: The Judicial Power of the United States
Young scholars learn basic facts about the Supreme Court by examining the United States Constitution and one of the landmark cases decided by that court.
Opposing Views on the Vietnam War
Students analyze the feelings of Americans regarding the Vietnam War. In this Vietnam War lesson, students collaborate to research Internet and print sources regarding the perspectives on U.S. involvement in the war. Students participate in a simulation that requires them to consider how they would react to being called to service in Vietnam.
The Rules of War/World War I
Learners explore the reasons the United States became involved in World War I. In this World History lesson, students research the reasons Woodrow Wilson made the decisions he did, prepare a debate and write a paper.
An Overview of the Vietnam War
A highly engaging warm-up activity kicks off this plan for teaching class members about the Vietnam War. After the anticipatory activity, the teacher chooses the means by which to provide an overview of the war (PowerPoint, lecture, textbook, etc.). Next, 11th graders answer a series of questions to ensure a fundamental understanding. Lastly, individuals receive a timeline strip with a particular event that they research. On paper, they create a description/depiction of the event and place it in chronological order with the other posters. All of the necessary resources are included.
New! Art to Zoo: Life in the Promised Land: African-American Migrants in Northern Cities, 1916-1940
This is a fantastic resource designed for learners to envision what it was like for the three million African-Americans who migrated to urban industrial centers of the northern United States between 1910 and 1940. After reading a fictional interview detailing one family's unique experience of uprooting themselves for a better life, class members brainstorm what type of questions might have been asked in the interview. Then, after reading and learning more about the migrants' experiences as a whole, your young historians will interview someone they personally know who moved to their community as an adult and will then compose a short writing piece based on the interview.