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The video is organized into two parts, with the first half ending at World War II and the second half covering 1945 to today. The materials include the video script, timeline, glossary, suggested lessons and extension activities, and curated website links to support classroom discussions and flexible lesson planning.","A History of Diplomacy  \nCurriculum Materials  \nUnited States Department of State  \nBureau of Public Affairs Office of the Historian  \nNovember 2004  \nSocial Studies Educators  \nDr. Mert Martens, Colorado Carol J. Vogler, North CaroliNa Lynda C. Wagner, rhode islaNd Dr. Raymond Wicks, Missouri Kay A. Knowles, VirgiNia  \nU.S. Department of State  \nDr. Susan K. Holly  \nMargaret Tearman  \nSusan Kovalik Tully  \nMyra F. Burton  \nThis publication was produced by the U.S. Department of State, Office of the Historian, for educational use in the United States only. It is not intended to be a complete or comprehensive account, and is not an official expression of U.S.  \npolicy. Comments or questions may be sent to \u003C[History@State.gov](History@State.gov)>  \nA History of Diplomacy  \nTable of Contents  \n3----------Table of Contents  \n5----------Introduction  \n6----------Points of Emphasis  \n7----------Timeline  \n9----------Script Outline  \n11---------Script  \n27---------Interesting Facts  \n28---------Listen Up!  \n31---------General Knowledge Assessment  \n33---------The U.S. Expands Its Borders  \n38---------Trade: It’s in the Label  \n40---------Foreign Policy: Constitutionally Speaking  \n44---------Non-Traditional Diplomats: Pandas,  \nPing-Pong, and People  \n47---------Who, What, Where, When?  \n48---------Tools and Application of Foreign Policy  \n50---------The U.S. Cooperates on the International Stage  \n55---------Who’s Fooling Whom? Political Cartoons  \n63---------Diplomacy Over Time  \n65---------Primary Sources: Conducting Foreign Policy,  \n1898-1915 (Document Based Question)  \n71---------Diplomatic Case Studies  \n81---------Glossary  \n90---------Selected Websites  \n93---------Department of State Organizational Chart  \n95---------Feedback Form  \n. . . . . . . . . . . . . . . A History of Diplomacy  \n4  \nA History of Diplomacy . . . . . . . . . . . . . . .  \n5  \nA History of Diplomacy  \nAn Introduction  \nThe Video Series  \nThis instructional package is one of a continuing series produced by the United States Department of State, in collaboration with a special committee of social studies educators from around the country. The purpose of the series is to help students understand the connection between world events and their own lives and those of others in their communities.  \nThis series builds on the resources of the U.S. Department of State. The video, print, and other resources in the series are intended for use with middle school and high school courses. In producing instructional materials of this nature, the developers recognize that the audiences represent a vast range of interests and backgrounds, as well as local and state curriculum standards and requirements.  \nWe hope that teachers find the series useful and will look forward to other programs. A response form is included with this package. Your comments and suggestions will be helpful in the development of future instructional packages.  \nA History of Diplomacy  \nA History of Diplomacy is an instructional package providing an overview of American diplomacy as it evolved from the colonial period through the present day. The video is presented in two parts: the first half ends with World War II, while the second half spans the period 1945 through the present day.  \nThis package also includes the video script, a timeline, glossary, suggested lessons and extension activities, website links, and other support material. Lessons focus on history, civics, geography, economics, and culture, and support the thematic curriculum strands of Expectations of Excellence: Curriculum Standards for Social Studies of the National Council for the Social Studies. Lessons and support materials were also designed to promote the  \nliteracy emphasis of “No Child Left Behind”by including oral, written, and visual communication activities.  \nThese instructional materials were designed to provide a high degree of flexibility for classroom teachers. The video can be viewed in its entirety or in segments,","cbCaigNdB2Hhk3Wq","https://ap.wps.com/l/cbCaigNdB2Hhk3Wq","pdf",6858393,94,"English","en",105,"# Table of Contents\n## Introduction\n## Points of Emphasis\n## Timeline\n## Script Outline\n## Script\n## Interesting Facts\n## Listen Up!\n## General Knowledge Assessment\n## The U.S. Expands Its Borders\n## Trade: It’s in the Label\n## Foreign Policy: Constitutionally Speaking\n## Non-Traditional Diplomats: Pandas, Ping-Pong, and People\n## Who, What, Where, When?\n## Tools and Application of Foreign Policy\n## The U.S. Cooperates on the International Stage\n## Who’s Fooling Whom? Political Cartoons\n## Diplomacy Over Time\n## Primary Sources: Conducting Foreign Policy, 1898-1915 (Document Based Question)\n## Diplomatic Case Studies\n## Glossary\n## Selected Websites\n## Department of State Organizational Chart\n## Feedback Form","[{\"question\":\"What historical period does the video cover in this instructional package?\",\"answer\":\"The video is presented in two parts: the first half ends with World War II, and the second half spans 1945 through the present day.\"},{\"question\":\"What materials are included besides the video?\",\"answer\":\"The package includes the video script, a timeline, glossary, suggested lessons and extension activities, website links, and other support material.\"},{\"question\":\"How should teachers use the lessons and video in class?\",\"answer\":\"Teachers can view the video in full or in segments, use it to stimulate discussion or as an overview, and adapt lessons flexibly by incorporating individual elements into existing units.\"}]","A History of Diplomacy - Curriculum Materials | PDF",1792386135,237,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":79},"a-history-of-diplomacy-curriculum-materials","",{"@graph":87,"@context":138},[88,102,121],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/a-history-of-diplomacy-curriculum-materials/613714/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":115,"encodingFormat":114,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/a-history-of-diplomacy-curriculum-materials/613714.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-19",true,{"@type":118,"interactionType":119,"userInteractionCount":4},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What historical period does the video cover in this instructional package?","Question",{"text":128,"@type":129},"The video is presented in two parts: the first half ends with World War II, and the second half spans 1945 through the present day.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"What materials are included besides the video?",{"text":133,"@type":129},"The package includes the video script, a timeline, glossary, suggested lessons and extension activities, website links, and other support material.",{"name":135,"@type":126,"acceptedAnswer":136},"How should teachers use the lessons and video in class?",{"text":137,"@type":129},"Teachers can view the video in full or in segments, use it to stimulate discussion or as an overview, and adapt lessons flexibly by incorporating individual elements into existing units.","https://schema.org",{"og:url":101,"og:type":140,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":142,"canonical":101},"index,follow",{"doc_id":61,"site_id":75}]