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League of Nations

Ohio Content Standard: Grade 9, History 7-C,
D; Grade 10, History 6-C, D

Duration of Lesson: 1-2 Class Periods

Learning Objectives:

  • Students will understand the intended purpose of the League of Nations.
  • Students will examine the reasons for support of, and opposition
    to US participation in the League of Nations.

Summary: Using political cartoons students will
become familiar with the purpose of, and controversy surrounding the League of Nations.

Materials needed:

Pre-Assessment: List and discuss the causes of
World War One.

Instructional Steps:

  1. Divide the students into three topical groups.
    Assign each group one of the following topics: Stereotype, Symbol, or
  2. Distribute copies of the
    cartoons to each member of the topical group so all cartoons are in use for
    each group. (example: Stereotype group will have all cartoons, as will
    Symbol, etc.)
  3. Distribute Cartoon Analysis Worksheet to
    each student.
  4. Students are to find examples of their
    assigned topic using each of the cartoons present in their group and fill in
    the appropriate space on the worksheet in Part I. (5-10 minutes)
  5. Students are to then arrange themselves in a
    group according to their individual cartoon, thus forming 6-8 new groups
    centered on one specific cartoon.
  6. Students are to complete Worksheet Part II
    using information from other members of their group.(5-10 minutes)
  7. Individual groups will briefly present
    analysis of their cartoon to the class (Note: an overhead copy of the cartoon
    will expedite this process)

Post-Assessment Activity:

As a class, students will answer and discuss remaining
questions (Part III) on Cartoon Analysis Worksheet.

Extension Activities

  • Students write an essay discussing the following topic:

    Would the US be better off leaving the United Nations today? Compare this to the role of the US in the League of Nations after World War One.

  • Students create their own political cartoons portraying the role
    of the United States in the United Nations, using one or more of the following:
    Symbols, Caricatures, and/or Stereotypes.

"They Won’t Dovetail"

"He Did It!"

"Strange Bedfellows"

"Prospective Stepfather"

"There Were Unbelievers Then—There are Unbelievers Now"

"New Devices Ever Seemed Impractical at First"

"The Accuser"

"Interrupting the Ceremony"