Lesson: The End of WW1 and the Treaty of Versailles

Teacher: Greg Thomas

Class: Pre-AP U.S. History

Date: November 14, 2014

Level: Primarily 9th Grade

Purpose: Students will learn about the events that lead to the end of World War I,
Wilsons 14 Points and the reasoning for them, and the details of the Treaty of
Versailles and why the U.S. Senate did not ratify the treaty.

Objectives: Students will be able to explain the reasons the U.S. Senate did not
ratify the Treaty of Versailles. Students will be able to participate in a class debate over
the signing of the Treaty of Versailles.

Common Core:
9-10.SL.1 - Initiate and participate effectively in a range of collaborative discussions (one-onone. in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
c. Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion;
and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and. when warranted. Qualify or justify their own views and understanding and
make new connections in light of the evidence and reasoning presented.

Hawaii Content & Performance Standards:

Benchmark SS.10.2.1 Use Knowledge of historical periods to assess contemporary
issues and decisions.
Benchmark SS.10.2.3 Formulate and defend an opinion on a major contemporary
social issue using the tools and methods of inquiry and perspective.
Benchmark SS.10.3.9 Explain why the United States did not sign the Treaty of
Versailles.

GLOs:
Self-directed Learner - The ability to be responsible for one's own learning.
Community Contributor - The understanding that it is essential for human beings to
work together.
Complex Thinker - The ability to demonstrate critical thinking and problem solving.
Effective Communicator - The ability to communicate effectively.

Materials/Set-up: A Smartboard and laptop are needed to present the

PowerPoint.

Procedures:
Introduction: The day before I was to teach this lesson, I gave the students a choice
they could either read a packet of information about the end of WW1 and the Treaty of
Versailles, or we could watch a PowerPoint. The students overwhelmingly chose the
PowerPoint. The few who choose the reading (attached) still had to watch the
PowerPoint, however I posted the reading to their Edline to make it available to them.
I created and presented the PowerPoint (attached) which contains all the
information the students need to know about the End of the War, Woodrow Wilsons 14
Points, and the Treaty of Versailles. Students will take notes and turn them in so I can
ensure they are paying attention to the PowerPoint.

Development The students will break themselves into 3 groups, positioned

separately around the room, representing the 3 groups of U.S. Senators who voted on
the Treaty of Versailles. These groups were the: progressive internationalists,
reservationists, and irreconcilables. Students will select the group aligned with their
own beliefs about signing the Treaty of Versailles. Once the groups are formed, the
students will have a mock political debate; the goal being to convince their classmates
in the other groups to join them. If the debate dies down or if it is lopsided, I will join
the group and help them by making some thought-provoking comments.
Concluding - Students will complete worksheet 4.6 Treaty of Versailles using the
documents on their Google Drive. (see below)

Adaptations:
Period 4:
Student MA often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student AC often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student CY often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student RG often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student DM often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student JL often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.

Period 5:
Student CS often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student MO often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student KN often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.

Student TP often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student BT often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.

Period 7:
Student KH often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student KM often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student CM often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student DP often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.
Student HW often times does not participate in group discussions. If I see that this
student isnt participating, I will ask them to explain the reasoning behind their
decision.

Extension: The PowerPoint and debate should take up the majority of the class
time, however if there is extra time the students may work on their NHD Projects which
are due in less than 2 weeks.

Management Considerations:
The day before the lesson began, gave the students a choice: they could either read a
25 page packet of information, highlighting and answering questions in each section, or
I could show them a PowerPoint and they could take notes on it. The overwhelming
majority chose the PowerPoint, however to accommodate the students who wanted to
read the packets, I uploaded them to Edline so all the students could have access to

them. I created the PowerPoint by synthesizing the information of the packet and
including images in each slide.
Period 5: Student JR is occasionally rude or makes inappropriate comments directed
towards classmates. This problem hasnt happened recently which is why we havent
took disciplinary actions, but if it continues, I will remind this student that this type of
behavior is totally inappropriate and to apologize. I will remind her she has already
been warned and if it happens again, this student will be referred to the office.

Time:
Total class time: 57 minutes
Announcements, Reminders, & Homework: 3 minutes
PowerPoint: 38 minutes
Debate: 16 minutes
Reflection
In the future, when I create a PowerPoint, I need to remember to use as little
words as possible on the slides. I can verbally provide any explanation or elaboration
that is needed instead of having large amounts of text on the slides. During the
discussion, I need to ensure that everyone participates. Too often are the same people
saying things, while other hide in the background. I need to do a better job of calling on
and questioning the reasoning of people who are not participating.
If I were to repeat this lesson in the future, I would shorten the PowerPoint by
taking out some of the text and taking out some of the information that is not
absolutely necessary. Then I would split the students up into 3 equal groups, the
progressive internationalists, reservationists, and irreconcilables. Each group would
have 5 minutes to brainstorm and create an argument of why their stance on signing
the Treaty of Versailles is the one that the country should adopt. Then, we would hold
a class discussion, each group would present their argument, and the debate would
begin. Students would still be able to switch groups and change their stance, but when
they do they have to provide their reasoning for the change.

See documents below.

Worksheet - Homework

United States & Treaty of Versailles Chart (WWI EFFECTS)

Name ______________ Date _____ Pd _____ S3-U.S. History 3.3.1:
Describe cause and effect relationships. S3-U.S. History 10.3.9: Explain
why the United States did not sign the Treaty of Versailles.
A. Immediate Effects of World War I
B. Creation of the Peace Treaty
1. Who were the victors? 2. What does it mean for the United
States?

1. 2.

3. How did the toll of the war impact the United States in
comparison to the other countries involved in the war?

3.

4. What was President Wilsons goal?

4.

5. Explain the main points of President Wilsons

recommendations of his Fourteen Point Plan.

5.

6. What was the purpose of the League of Nations?

6.

7. What was the overall goal of the other Allied leaders?

7.

8. What were the main points of the Treaty of Versailles?

8.

C. The United States Response to the Treaty of Versailles

9. After WWI, what was the foreign policy of the United
States?

9.

10. Why was there opposition to the League of Nations?

10.

11. What was the United States final decision on the treaty?

11.

D. Long Term Effect on the United States

12. How did the war impact the United States economy?

12.

13. How did the war influence American views on

immigration?

13.

14. How did African-Americans not benefit?

14.

15. How did women benefit?

15.