Goals & Objectives
Students will identify the stipulations amended in the Treaty of Versailles and describe how each Nation involved was impacted by the negotiations at the Paris Peace Conference.
California State Content and Common Core 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.
CCS 9-10.1 Reading. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCS 9-10.4 Reading. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCS 9-10.9 Writing. Draw evidence from informational texts to support analysis, reflection, and research.
CCS 9-10.
CCS 9-10.1 Reading. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCS 9-10.4 Reading. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCS 9-10.9 Writing. Draw evidence from informational texts to support analysis, reflection, and research.
CCS 9-10.
Lesson Introduction
The teacher have the quote, "This is not peace. It is an armistice for 20 years” by French Marshall Ferdinand Foch written on the white board. Students will be asked to analyze the quote as whole class. The teacher will encourage students to give their answers out loud as a class in order to define what Marshall Foch was describing.
Vocabulary
The teacher will give students a hand out with key words that will be defined in the chapter. During the pre-reading exercise, the teacher will identify the key terms in the book and have the students define them as a whole class. Some of these terms have already been covered before in prior lessons so students will activate their prior knowledge of these words. The key terms include:
Woodrow Wilson
Georges Clemenceau
David Lloyd George
Fourteen Points
Treaty
Self-determination
League of Nations
Mandates
Independent Nations
Reparations
“War Guilt”
Quicksand
Colonies
Woodrow Wilson
Georges Clemenceau
David Lloyd George
Fourteen Points
Treaty
Self-determination
League of Nations
Mandates
Independent Nations
Reparations
“War Guilt”
Quicksand
Colonies
Content Delivery
The teacher will have the students open their text books to chapter 29 section 4. The teacher will conduct a pre-reading exercise with the whole class. The teacher will read the subheadings asking the students to describe what they think the sections are about. The teacher will then point out key terms and ask the students to define the terms as a whole class.
The teacher will split the students into small groups of 4. Students will read the chapter together in their groups and help each other define how each Nation was effected by the Paris Peace Conference, more notably, the Treaty of Versailles.
The teacher will split the students into small groups of 4. Students will read the chapter together in their groups and help each other define how each Nation was effected by the Paris Peace Conference, more notably, the Treaty of Versailles.
Student Engagement
The teacher will construct a 6 door book foldable. Each student will design their own to be used during the reading. Students will write how the U.S., Great Britain, France, Germany, Austo-Hungary, Ottoman Empire, Russia, Italy, and Japan were impacted by the treaties. There will be 6 doors on the foldable. One door will be for the U.S., another one will include both Great Britain and France, another one will be for Germany, a fourth door will be for Russia, the fifth door will include both the Ottoman Empire and Austria-Hungary, and the last door will be both Italy and Japan. On the inside of the foldable, students will include the details of how those Nations were affected by the stipulations designed in the treaties.
Lesson Closure
The students will submit their foldables before the end of class. As a whole class the teacher will ask the class to name one impact the treaties had on the each Nation.
Assessment
Formative: The teacher will facilitate the room and monitor the students’ progress on the reading and foldable. The teacher will act as a guide in directing students to specific sections of the chapter if the students are struggling. In addition, the lesson closure will demonstrate if the students understood how the Treaty of Versailles impacted the specific Nations in the chapter.
Summative: Students will construct a foldable and organize the information from the text that demonstrates their ability to analyze the text and transfer specific information about how each Nation was affected by the Treaty of Versailles
Summative: Students will construct a foldable and organize the information from the text that demonstrates their ability to analyze the text and transfer specific information about how each Nation was affected by the Treaty of Versailles
Accommodations for English Learners, Striving Readers and Students with Special Needs
All students including, English Learners, striving readers, and students with special needs will be given a handout with the key terms listed. Included on the handout are words that may need additional defining and are not necessarily defined in the chapter. Students will work in small groups in order to accommodate these students ability to analyze text. The groups will be preselected by the teacher in order to pair these students with stronger student for additional help.