Goals & Objectives
Goal: Students will understand the issues and implications of the Versailles Treaty.
Objective: Students will discuss and debate the various reasons for the Treaty’s harshness and either its validity or invalidity.
Objective: Students will discuss and debate the various reasons for the Treaty’s harshness and either its validity or invalidity.
California State Content Standards
10.6.1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics.
10.6.2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
10.6.2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
Common Core Literacy Standards
CCS.SL.9-10
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Driving Historical Question
Was the Treaty of Versailles effective or was it too harsh to ever work?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10
The opening activity will be a student-led reading of the attached article from history.com. Students will be required to answer questions in their journal about the article. It details the parts of the Treaty and what each one of them meant.
Vocabulary (Content Language Development) ‖ Time: 5
Moot
Stipulated
Demilitarized zone
Indemnity
Liability
Treaty of Versailles
Woodrow
Clemenceau
Lloyd George
These vocabulary terms will be covered as they appear in the text and when they are used in the presentation.
Stipulated
Demilitarized zone
Indemnity
Liability
Treaty of Versailles
Woodrow
Clemenceau
Lloyd George
These vocabulary terms will be covered as they appear in the text and when they are used in the presentation.
Content Delivery (Method of Instruction) ‖ Time: 10
In connection with the introductory article, the instructor will present a brief PowerPoint that details the most important parts of the Treaty (see attached). Next, students will be divided into groups of three to four. Then, the students will have to discuss this question, was the Treaty of Versailles fair, among others posed to them (see Student Engagement).
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20
Students will take quick notes on the presentation and use them as a basis to answer the questions in their small group discussion. Once students are in their groups, they must pick a scribe who will record what they discuss. Then, they must consider the central question as well as the other important topics presented to them. They can use the notes they just took as well as their textbooks. All students must participate and work together to come up with a group answer to whether or not the Treaty of Versailles was fair. They must also answer these questions:
Students must then write a group summary of their answer, using their evidence to support their claim. The group paper will be turned in at the end of the class period.
- Who benefited from the Treaty?
- Who did not?
- What is one important part of the Treaty and why is it important?
- Which part of the Treaty do you think is unfair, if any?
- Why or why not?
Students must then write a group summary of their answer, using their evidence to support their claim. The group paper will be turned in at the end of the class period.
Lesson Closure ‖ Time: 12
To close, the class will come together and different groups will be called on to share one piece of evidence that influenced their answer as well as to answer one of the questions, i.e. what did your group think was the most important part of the treaty? The instructor will close class with a short discussion on how this will lead into the next chapters which deal with nationalism and WWII.
Assessments (Formative & Summative)
Formative: The instructor will monitor the different groups for their involvement and participation. Individual students will also be monitored to ensure that they are actually contributing to the discussion.
Summative: The final assessment for this lesson will be the group paper. This will be the culmination of that group’s discussion. Therefore, it is imperative to the student to be as involved as possible to ensure that they get a good grade on this assignment as it is shared with their group members. The idea is that this will make all students invested in the discussion.
Summative: The final assessment for this lesson will be the group paper. This will be the culmination of that group’s discussion. Therefore, it is imperative to the student to be as involved as possible to ensure that they get a good grade on this assignment as it is shared with their group members. The idea is that this will make all students invested in the discussion.
Accommodations for English Learners, Striving Readers and Students with Special Needs
All of these students will be grouped accordingly, with students who will help them with discussion instead of hinder them. For ELs, they will pair with students that are proficient in English. For striving readers, they will be paired with students with high reading levels. In addition, reading guides can be provided for pertinent sections of the book to better aid their research. Special needs students will be grouped based on their individual needs with students that will best aid their learning and participation.
Resources (Books, Websites, Handouts, Materials)
Textbook
PowerPoint presentation
History.com article
PowerPoint presentation
History.com article