1. Year 11 Revision Peace Making 1918-19 and the League of Nations:

2. Complete the crossword on your desk Good luck. First one to finish and get them all correct is a star!!

3. A quick refresher… As you watch this clip, record any facts you didn’t know. Feeling confident now…?

4. Taboo In pairs, you will each be given a word that you must describe to the rest of the class without mentioning the taboo words! Clemenceau – tiger, French/France, punish. League of Nations – peaceful, America, Co- operation. Wilson- America/n, 14 Points, Fair. Self determination – new countries, rule, self. Lloyd George – British, PM, trade. Treaty of Versailles – war guilt, reparations, Big Three.

5. Make sure you know the most important ones and the aims behind them.

6. Creating the Perfect answer Using a large sheet of sugar paper. Work in pairs to plan the perfect answer to one of the following questions. In January 1918 President Woodrow Wilson of the USA published the Fourteen Points which were his aims for peace. Describe the main features of the Fourteen Points. At the end of the First World War, the Treaty of Versailles took land away from Germany and gave it to other countries. Describe these changes. In 1918 France wanted Germany to pay for causing the war. Describe how the War Guilt Clause and the Reparations Settlement tried to achieve this. REMEMBER! Level 3: Detailed description of several aspects REMEMBER! Level 3: Detailed description of several aspects After 4 mins, move on – what can you add to the answer?

7. Role Play – get into three. You will each play one of the Big three. Imagine you are meeting together just after the signing of the Treaty. Which of you is the happiest and why? Be prepared to perform!! Class Discussion – What would have been the German reaction to the views expressed? Class Discussion – What would have been the German reaction to the views expressed? BBC Bitesize clip… for you visual learners!

8. Which leader was more satisfied by the terms of the Treaty of Versailles: George Clemenceau of France David Lloyd George of Britain? You must refer to the aims of both leaders and the terms of the Treaty of Versailles when explaining your answer. I want you to plan this answer. Jot down all the reasons why Clemenceau was more satisfied. Jot down all the reasons why Lloyd George was more satisfied. Which leader was more satisfied with the terms? I want you to plan this answer. Jot down all the reasons why Clemenceau was more satisfied. Jot down all the reasons why Lloyd George was more satisfied. Which leader was more satisfied with the terms? Discuss our opinions and think how we would begin our answer…

9. Level 2: Either develops one cause 3-6 This starts with description at the bottom off the level, then explanation and assessment which focuses on the question eg explanations could cover the reasons for the respective leaders having these aims or explaining how far they achieved or did not achieve them by general reference to the terms of the Treaty of Versailles. Assesses their success by linking their aims to good knowledge of the terms of the Treaty assessing which aims they achieved and/or which of the terms they felt dissatisfied about. Could compare Lloyd George’s aims with those of the British public etc. Or covers both with some development or explanation. This will involve description or explanation of both with no analysis or assessment and little focus on the question One developed explanation or two explanations of the same bullet point plus standard explanation of the other bullet point for the top of the level. The Mark Scheme What does this mean and how do we achieve it?

10. Level 3: A selective and structured account covering both bullet points, though one may be in greater depth, focused on the question or establishing some argument 7-9 eg assesses how far Lloyd George achieved his aims and explains Clemenceau’s aims. NB an answer which explains both and supports the explanations with good depth and command of knowledge can be placed at the bottom of Level 3. The answer demonstrates developed understanding of the rules of spelling, punctuation and grammar. It is well organised with an appropriate form and style of writing. Some specialist vocabulary is used. Level 4: Balanced, well-argued answer linking both parts, focused on the question 10 eg assesses both in depth and reaches a reasoned judgement. The answer demonstrates highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured with an appropriate form and style of writing. Specialist vocabulary is used effectively. What you must do to get the A*

11. Could this help you to remember? SIX TERMS OF THE TREATY OF VERSAILLES [memory word: GARGLE] Guilt – clause 231: Germany accepted blame ‘for causing all the loss and damage’ of the war. Army – army: 100,000/ no submarines/ no aeroplanes/ 6 battleships/ Rhineland de-militarised Reparations – £6,600 million – in instalments, until 1984). Germany lost land – Alsace-Lorraine to France/ Saar to France (15 years)/ Malmedy to Belgium/ North Schleswig to Denmark/ West Prussia and Upper Silesia to Poland/ Danzig a ‘free city’/ Memel to Lithuania/ German colonies became ‘mandates’ of the League of Nations. League of Nations set up. Extra points – forbade Anschluss/ Estonia, Latvia and Lithuania independent states.

12. Could this help you to remember? HOW THE GERMANS FELT [memory word: U GARGLER] Unfairly treated – no part in Conference talks/ forced to sign/ few of 14 Points in the Treaty. Guilt – ‘Such a confession in my mouth would be a lie’, said Count Brockdorff-Rantzau. Armed forces – meant Germany could not defend itself against even small countries (the Dungervolker - Dung people). Reparations – starved German children. Germany lost territory – a humiliation/ contrary to self-determination/ made Germany poorer - took farm land (W Prussia) and industrial land (Saar). League of Nations – an insult/ meant Germany couldn’t defend itself in the League of Nations. Extra – forbidding Anschluss was against the principle of self-determination. Results – riots in Berlin/the Deutsche Zeitung attacked ‘the disgraceful treaty’/ Kapp Putsch (1920) to try to overturn the Treaty.

13. Was the Treaty all bad? No!Yes! It brought peace to Europe set up the League of Nations, to preserve peace. It left Germany angry and bitter. In some ways it was lenient to Germany – it wasn’t broken up like the Austro- Hungarian Empire. Germany still had a population of 60 million, compared to France’s 40 million. The Germans could not afford the Reparation repayments. Germany had been much harsher on Russia with the treaty of Brest Litovsk, in March 1918. Germany was left wanting revenge, but had not been destroyed enough to stop her from recovering and seeking revenge. Wilson pinned too much faith on the League of Nations. Can you think of 3 ways it was and 3 ways it wasn’t?

14. Interpretations of the Treaty

16. Which side will you move to…? Which part of the Treaty of Versailles made the German people more angry the land taken from Germany reparations? Which part of the Treaty of Versailles made the German people more angry the land taken from Germany reparations? Land Reparations Be prepared to justify your view! Assesses their importance to all Germans, long term impact..

17. Are you a auditory or visual learner? What about trying a podcast? What about BBC Bitesize podcast? Rather images? Why not make detailed mind maps with images to help you remember? BBC bitesize videos

19. Source and Knowledge Uses source and knowledge to reach conclusion: evaluation of provenance of source + uses specific knowledge to analyse and expand. Show knowledge to support of the content of the source (inside the box). Then look at the information outside the box – provenance and purpose.

20. What the source says in relation to what you know – that is, its content Analysing Sources Who said/wrote the source, and when, where, why – that is, its purpose and its provenance (where does it come from). Is it likely to be biased? Was it produced to express an opinion; to record facts; to make someone laugh; to influence the opinions of others?

21. Source B: Peoples and territory must not be passed from country to country. This peace must make every territorial settlement for the benefit of the people who live there, not because of claims or deals made by other countries. Study Source B. Source B suggests that President Wilson wanted self determination for all peoples after the First World War. Do you agree that this was Wilson’s main aim at the Paris Peace Conference in 1919? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. (6 marks) From a speech in January 1918 by President Woodrow Wilson to American politicians, explaining his Fourteen Points. Answer this question now

22. Source B suggests that President Wilson wanted self-determination for all peoples after the First World War. Do you agree that this was Wilson’s main aim at the Paris Peace Conference in 1919? Explain your answer by referring to the purpose of the source, as well as using its content and your knowledge. Level 2: Uses general knowledge to agree/disagree with the interpretation/gives simple explanation of how the interpretation came about. e.g. shows general awareness of Wilson’s idealism perhaps commenting on why or comparing him with Clemenceau; recognition of Wilson’s other aims with no explanation – League of Nations etc.; brief comment on the audience – speaking to American politicians therefore must be true etc. 2-3 Level 3: Agrees or disagrees either using source or own knowledge e.g. EITHER Evaluation of the provenance of the source: trying to get support for the treaty in USA – should mention opposition of some in USA to involvement in Europe so he is trying to win them over by his argument etc. OR Develops other aims that Wilson had at the Peace Conference using specific knowledge: explains his view of the League of Nations; could explain/mention some other aims such as his views on disarmament, freedom of the seas, secret treaties, Alsace Lorraine etc. Explanation of one or mention of three for this level – 3 for 4 marks if 4 mentioned 5 marks 4-5 Level 4: Uses source and knowledge to reach conclusion Both parts of level 3. The answer demonstrates highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured with an appropriate form and style of writing. Specialist vocabulary is used effectively. 6

23. The League of Nations The League of Nations was set up because President Wilson wanted this more than anything else. He wanted the League to be a kind of ‘world parliament’, where nations would sort out their arguments. He hoped this would stop wars. But Wilson wanted to do more than just stop war; he wanted to make the world a better place. He wanted the League to do things to improve people’s lives and jobs. He wanted to improve public health, and to end slavery. Wilson also hoped that the League would persuade the nations to agree to disarmament – to put down their weapons. That would make war impossible. Instead of war Wilson wanted countries to cooperate, especially in business and trade. Finally, Wilson thought that the League of Nations could enforce the Treaty of Versailles, and persuade countries to keep the promises they had made. Task: Create a way in which you will be able to remember the 4 key aims: could be a poem, spider diagram, word or phrase.

24. The organisation of the League This diagram is rather simple. Make your own revision cards. On one side write one of the following headings: 1.The Assembly 2.The Council 3.The Secretariat 4.The Permanent Court of International Justice 5.International Labour Organisation 6.Commissions 7.Peacekeeping role. On the other side explain each fully. Candidates can slip up on the organisation of the League because they fail to revise it fully How important was the structure of the League in causing its eventual collapse?

25. Quick Quiz 1.Which powerful nations were not part of the League? 2.What were the 4 aims of the League of Nations? 3.What do the following terms mean? 4.What happened in Corfu in 1923? Collective Security Economic Sanctions Moral condemnation

26. Answers 1.USA, defeated nations including Germany, Russia (Communist) 2.Prevent aggression by any nation, encourage cooperation, international disarmament, improve the living and working conditions of all people. 3. Collective Security: members of the League could prevent war by acting together to protect and defend the interests of all nations. Moral Condemnation: countries would put pressure on the aggressor in order to make them feel guilty and shame them into stopping the war and accepting the League’s decisions. Economic Sanctions: all countries in the League would stop trading with the aggressor. 4. Mussolini attacked Corfu after an Italian general Tellini had been by Greeks. Greece went to the League for help and the League responded promptly – condemning Mussolini but fining Greece for the murders. The money would be held by the League and paid to Italy if, and when, Tellini’s murderers were found. Mussolini succeeded in overturning the latter and left Corfu triumphantly once the Greeks had apologised and paid the full compensation directly to him.

27. Moral Suasion The Rabbit: “My offensive equipment being practically nil, it remains for me to fascinate him with the power of my eye. British Punch Magazine 1936 – rabbit is paralyzed in fear in the face of the python “International Strife”. What is the message of the cartoon? The League is weak in the face of international aggression. Like a rabbit confronting a python, the League will be easily defeated in an attempt to prevent war.

28. Which of these did the League achieve? Freed 200,000 slaves in British owned Sierra Leone. Returned 400,000 POWs after the war. Banned lead from paint. Limited hours of Child Labour. Set up the Health Committee, later the World Health Organisation – global campaigns against malaria and yellow fever. Introduced shipping lanes and an international highway code for road users ALL OF THEM!!! You must devise a mnemonic, a rhyme, a song, etc. as a way of remembering at least 5 of them. Other successes Corfu in 1923, solving disputes between Sweden and Finland over the Aaland Islands (1921) and between Greece and Bulgaria following a border dispute.

29. The Manchurian Crisis, 1931-33 Check you are clear on the: Causes Events Results Check you are clear on the: Causes Events Results Britain and France both had empires in the Far East and feared possible further Japanese aggression if they fully supported the League. In 1931 Japan invaded Manchuria. Describe how the League of Nations reacted to this invasion. His journey to Manchuria by sea took months, report published in October 1932 – a full year after the initial incident. British diplomat Lord Lytton

30. Abyssinian Crisis 1935-6 Check you are clear on the: Causes Events Results Check you are clear on the: Causes Events Results Britain had interests in the Mediterranean and overestimated the power of the Italian navy; so as not to provoke the Italians, they kept the Suez canal (jointly owned by GB & FR) open. British did not want sanctions on coal; would affect their mining. France and Britain: “We don’t want you to fight, but, by jingo if you do, we shall probably issue a joint memorandum suggesting a very mild disapproval of you”

31. What do you think of this view? Historian A. J. P. Taylor writing in 1966: “The real death of the League was in 1935, not 1939 or 1945. One day it was a powerful body imposing sanctions, seemingly more effective than ever before; the next day it was an empty sham, everyone scuttling from it as quickly as possible. Hitler watched.”

32. Which was the more important reason why the League of Nations failed to solve the Abyssinian Crisis: - the actions of Britain and France - the absence of the USA from the League of Nations? You must refer to both reasons when explaining your answer. Plan your answer to this question carefully – use all your resources. Remember assess each point and reach a judgement.

33. Which side will you move to…? Which of these crises weakened the League of Nations more: the Manchurian Crisis, 1931– 1933 the Abyssinian Crisis, 1935– 1936? You must refer to both crises when explaining your answer. Which of these crises weakened the League of Nations more: the Manchurian Crisis, 1931– 1933 the Abyssinian Crisis, 1935– 1936? You must refer to both crises when explaining your answer. Manchurian Crisis, 1931–1933 Be prepared to justify your view! Assesses their importance Abyssinian Crisis, 1935–1936

34. What do you think… could you do better? F - French and British self interest – Manchuria, Abyssinia. A - Absent powers I - Ineffective sanctions L - Lack of army U - Unfair treaties R - Reaching decisions too slowly E - Everyone had to agree

35. Quiz Name the treaty Germany signed with Russia in 1918, which was very harsh. Who am I? I have seen my country invaded twice by Germany in 1870 and 1914. I am determined it shall never happen again. What is my nickname? What were Woodrow Wilson’s aims at Versailles? What did Lloyd George want Germany to lose in the Treaty of Versailles in order to protect the British Empire? What happened to the Rhineland in the treaty? Which leader in later life called the treaty “a great pity” and believed another war would happen because of it? What did the US Congress refuse to do to the treaty? Who was the Italian representative at Versailles? Name another treaty signed with a defeated nation.