Goals & Objectives
Students will learn about Wilson’s Fourteen Points and the impact it had on the Treaty of Versailles. Students will analyze and evaluate primary sources and summarize the main ideas of Wilson’s Fourteen Points, stipulations in the Treaty of Versailles, and Germany’s reaction to the Treaty.
California State Content and Common Core Standards
10.6 Students analyze the effects of the First World War.
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’s rejection of the League of Nations on world politics.
CCS 9-10. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCS 9-10. 6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
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’s rejection of the League of Nations on world politics.
CCS 9-10. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCS 9-10. 6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Lesson Introduction
Students will be placed in groups of four. The teacher will hand each group an erasable white board. The teacher will ask the students to write down the ideas President Wilson wanted in the Treaty of Versailles. Teacher will assess student’s prior knowledge on Wilson’s Fourteen Points. Students will discuss with their group member and write all the ideas on their white board. After, the teacher will lead a group discussion and each group will present their ideas. The teacher will write their ideas on the main white board.
Vocabulary
Before reading each document, the teacher will go over and define key terms and words that may be difficult for some students. The words will be underlined in each document to be easily recognizable.
Conquest
Aggrandizement
Secret covenants
Avow
Institutions
Open covenants of peace
Diplomacy
Freedom of navigation
International covenants
Consenting
Armaments
Domestic
Impartial
Sovereignty
Equitable
Rectifications
Assertions
Imperialists
Provocations
Conquest
Aggrandizement
Secret covenants
Avow
Institutions
Open covenants of peace
Diplomacy
Freedom of navigation
International covenants
Consenting
Armaments
Domestic
Impartial
Sovereignty
Equitable
Rectifications
Assertions
Imperialists
Provocations
Content Delivery
Students will analyze 3 primary source documents comparing and contrasting Wilson’s Fourteen Points and the actual language of the Treaty of Versailles. The teacher will present background information on the Fourteen Points with a summary of what Wilson’s Ideas and goals were for a successful Peace Treaty. The teacher will explain to the students the SCCC model in analyzing primary source documents.
Student Engagement
Students will remain in their groups of 4 and read a summary about Wilson’s Fourteen Points and answer question about the document.
Students will read 3 primary sources listen below.
Excerpts from the Fourteen points
Excerpts from the Treaty of Versailles
Newspaper clipping with Count Rantzau’s Speech (Germany)
Document A pertains to Wilson's address to Congress. Students will first read the red high lighted portion and answer the guided questions. Next this will read only the blue highlighted points and again answer the remaining questions on points 1-5 and 14.
Document B are excerpts from the treats of Versailles and students will answer the guided questions pertaining to these specific articles.
Document C is Germany's reaction and feelings towards signing the agreements forced upon them in the treaty of Versailles. Students will answer the guided questions pertaining to this document and summarize the overall sentiments of the address.
Students will answer guiding questions about each document and summarize the main ideas and purposes of each document. Students will look for evidence that represents the theme of the text and collect information the describes the attitude of the documents.
Students will read 3 primary sources listen below.
Excerpts from the Fourteen points
Excerpts from the Treaty of Versailles
Newspaper clipping with Count Rantzau’s Speech (Germany)
Document A pertains to Wilson's address to Congress. Students will first read the red high lighted portion and answer the guided questions. Next this will read only the blue highlighted points and again answer the remaining questions on points 1-5 and 14.
Document B are excerpts from the treats of Versailles and students will answer the guided questions pertaining to these specific articles.
Document C is Germany's reaction and feelings towards signing the agreements forced upon them in the treaty of Versailles. Students will answer the guided questions pertaining to this document and summarize the overall sentiments of the address.
Students will answer guiding questions about each document and summarize the main ideas and purposes of each document. Students will look for evidence that represents the theme of the text and collect information the describes the attitude of the documents.
Lesson Closure
Individually, students will write in their journals comparing and contrasting all three documents. They will summarize the main ideas and describe the attitudes and purpose of each document.
Assessment
Formative: The teacher will walk around the room and monitor the student’s progress on analyzing the documents and help with any questions the students have.
Summative: The guided questions will be turned in and graded. The journal entries will be collected at the end of class and will assess the student’s comprehension of the lesson and evaluate what they grasped and what they struggled with.
Summative: The guided questions will be turned in and graded. The journal entries will be collected at the end of class and will assess the student’s comprehension of the lesson and evaluate what they grasped and what they struggled with.
Accommodations for English Learners, Striving Readers and Students with Special Needs
El, Striving readers, and students with special needs will be given a separate vocab hand out with additional terms already defined from the documents that may not be recognizable along with the other key terms. All vocab words will be defined and discuss before the students read the documents. These students will be in predetermined groups that will have advanced students partnered with them for further assistance.
Lesson Resources
Wilson’s Fourteen Points summary
Wilson’s Fourteen Points
Treaty of Versailles Title Page
Treaty of Versailles Articles
The Times News Article: Count Rantzau
Wilson’s Fourteen Points
Treaty of Versailles Title Page
Treaty of Versailles Articles
The Times News Article: Count Rantzau