Grade 10 World History Model Lesson 3 The Great War Peace Process and its Effects

Day One Hook Exercise Speech Analysis Document Analysis Anticipatory Set

Hook Exercise Consider a time in your life in which you believe you were unfairly disciplined. What did you do? How were you punished? Who punished you? How did you respond? How did you want to respond? Do you believe you were unjustly punished?

Speech Analysis: Document 1 Who is the speaker? What are your clues? According to the speech, was this a peace treaty or a treaty of betrayal?

Debrief the Speech What events do you think influenced Hitler? How does he sway his audience to his way of thinking? What words or phrases are meant to stir up or inflame his audience? What is the significance of the speech and content? What was the cause of the anger in the speech? How did this happen?

Document Analysis: Documents 2, 3, and 4

Document Analysis: Student Handout 2 Use Documents 2, 3, and 4 to complete Student Handout 2 Be certain to take notes and/or write down any questions that you might have

Exit Pass Based on the documents you have examined today, what three things do you think the Allies and their leaders might seek in a peace treaty?

Homework: Anticipatory Set Read each question and answer yes or no. Write a one sentence explanation for each of your selections.

Day 2 Review Exit Pass Question and Anticipatory Set Vocabulary and Key Terms Preview Primary Source and Background Reading Wilson’s Fourteen Points The Armistice The Treaty of Versailles Aims and Interests of the Allied Powers

Vocabulary Preview: Transparency 3 Are there any differences between an armistice and a surrender? If there are differences, what are they?

Key Terms Preview: Student Handout 4 Use this as a vocabulary reference as you do the primary source and background readings.

Primary Source Reading: Document 7 Complete the word bank activity.

Source Analysis: Student Handout 5 Begin to fill in the Fourteen Points section of Student Handout 5.

Primary Source Reading: Document 8 Complete the word bank activity.

Source Analysis: Student Handout 5 Begin to fill the Armistice section of Student Handout 5.

Checking for Understanding Which parts of the Armistice reflect Wilson’s Fourteen Points? How do Wilson’s Fourteen Points go beyond the Armistice? Why do you think Germany agreed to the Armistice?

Background Reading: Document 9 What were the losses for each country? What did each country want? How do the Fourteen Points fit into the aims and interests of the Allied Powers?

Aims and Interests of the Big Three Fill in Student Handout 6 with information from Document 9 being certain to note the Aims and Interests of the Big Three and the reasons for those aims and interests.

Homework Write a brief response to the following: How do the aims and goals of the Allied nations and their leaders reflect their attitudes about Germany?

Day 3 Background Reading on the Treaty of Versailles Anticipatory Set Revisited

Background Reading: Document 9 How were the terms of the treaty different from the Fourteen Points? Why is Article 231 (the War Guilt Clause) so significant? Why is Article 232 (Reparations) so significant?

Source Analysis: Student Handout 5 Begin the Treaty of Versailles section of Student Handout 5. Complete the Effects section of Student Handout 5.

Anticipatory Set Revisited: Student Handout 7 Answer the questions again. Relate key terms and vocabulary to your answer.

Homework Write a brief response to the following: What terms affecting Germany appeared in the Treaty of Versailles that were not present in both the Armistice and Wilson’s Fourteen Points?

Day Four Debrief Homework and the Anticipatory Set Organization of evidence and information Reflect on the Writing Prompt begin the Prewriting process

Debrief of Anticipatory Set: Student Handout 7 Did any of your answers change the second time you looked at the questions? Why? Check for vocabulary connections.

Organization of Information: Student Handout 8 Use Student Handouts 2 – 6 and all other materials, and begin to organize your thoughts with the prompt in mind.

Prewriting: Student Handout 9 Formulate your thoughts using the Writing Graphic Organizer.

Day Five Writing Reflection

Writing: Student Handout 10 Use your completed Student Handouts 8 and 9 and write your essay in response to the prompt. Focus on the prompt and task at hand. Keep in mind the suggested key terms and vocabulary to include in your essay.

Reflection: Transparency 9 Look at the political cartoon and reflect on the speech we read to open the lesson. Consider the following: How would the speech have been different if the Treaty had not been written in a punitive fashion? What might have been the long or short term effects of a less punitive Treaty?