A Flawed Peace. Standards Alignment Reading Text Analytical Questions Response Sheets

A Flawed Peace Standards Alignment Reading Text Analytical Questions Response Sheets

Standards Alignment California State Standards for Grade 10 10.5 Students analyze the causes and course of the First World War. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort. 10.6 Students analyze the effects of the First World War. 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 on world politics. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 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. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - 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 studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

A Flawed Peace The Allies Meet and Debate What decisions were made at Versailles? A Troubled Treaty Who opposed the treaty? Many nations sent delegates to the peace talks in Paris. The main leaders were Woodrow Wilson of the United States, Georges Clemenceau of France, and David Lloyd George of Britain. Germany and its allies and Russia were not present. Wilson pushed for his peace plan called the Fourteen Points. He wanted to end secret treaties and alliances and give people self-determination, the right to form their own nation. He also hoped to set up a world organization that would police the actions of nations and prevent future wars. Britain and especially France had different views. They had suffered greatly in the war. They wanted to punish Germany. After long debates, the leaders finally agreed on a peace settlement. It was called the Treaty of Versailles and was signed in June 1919. The treaty called for a League of Nations the world organization that Wilson wanted. It would include 32 nations. The United States, Britain, France, Japan, and Italy would make up the leadership. Germany and Russia were left out of the League. The treaty took away German land in Europe and took away its colonies in Africa and the Pacific. Limits were placed on the size of Germany s armed forces. Finally, Germany was given complete blame for the war. That meant it would have to make payments to the Allies for damage caused. Germany s former colonies were given to the Allies to govern until they decided which were ready for independence. Poland, Czechoslovakia, and Yugoslavia were all declared independent. Finland, Estonia, Latvia, and Lithuania once part of Russia were made independent nations as well. The treaty also broke up the Ottoman Empire. The Ottomans kept control only of Turkey. The treaty did not make lasting peace. The United States Senate never approved the treaty or joined the League of Nations. Germany bitterly resented the treaty because it placed all the blame for the war on them. Colonial peoples in Africa and Asia were angry because the treaty did not make them independent. Japan and Italy were also upset by getting few territorial gains. Leaders of England, Italy, France and the United States met to discuss how to pay for the damage WWI had caused. Allied delegates in the Hall of Mirrors at Versailles witness the German delegation's acceptance of the terms of the Treaty Of Versailles, the treaty formally ending World War I. France, June 28, 1919.

Reading Questions 1. How did the Treaty of Versailles affect Germany? 2. Which groups opposed the treaty and why? 3. Discuss the weaknesses of the Treaty of Versailles.

A Flawed Peace - Reading Questions How did the Treaty of Versailles affect Germany? non Which groups opposed the treaty and why? Discuss the weaknesses of the Treaty of Versailles.

A Flawed Peace Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may want to circle unfamiliar vocabulary, underline key ideas, or comment on the information presented.

The Allies Meet and Debate What decisions were made at Versailles? Many nations sent delegates to the peace talks in Paris. The main leaders were Woodrow Wilson of the United States, Georges Clemenceau of France, and David Lloyd George of Britain. Germany and its allies and Russia were not present. Wilson pushed for his peace plan called the Fourteen Points. He wanted to end secret treaties and alliances and give people self-determination, the right to form their own nation. He also hoped to set up a world organization that would police the actions of nations and prevent future wars. Britain and especially France had different views. They had suffered greatly in the war. They wanted to punish Germany. After long debates, the leaders finally agreed on a peace settlement. It was called the Treaty of Versailles and was signed in June 1919. The treaty called for a League of Nations the world organization that Wilson wanted. It would include 32 nations. The United States, Britain, France, Japan, and Italy would make up the leadership. Germany and Russia were left out of the League. The treaty took away German land in Europe and took away its colonies in Africa and the Pacific. Limits were placed on the size of Germany s armed forces. Finally, Germany was given complete blame for the war. That meant it would have to make payments to the Allies for damage caused. Flawed Peace Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented.

A Flawed Peace Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented. A Troubled Treaty Who opposed the treaty? Germany s former colonies were given to the Allies to govern until they decided which were ready for independence. Poland, Czechoslovakia, and Yugoslavia were all declared independent. Finland, Estonia, Latvia, and Lithuania once part of Russia were made independent nations as well. The treaty also broke up the Ottoman Empire. The Ottomans kept control only of Turkey. The treaty did not make lasting peace. The United States Senate never approved the treaty or joined the League of Nations. Germany bitterly resented the treaty because it placed all the blame for the war on them. Colonial peoples in Africa and Asia were angry because the treaty did not make them independent. Japan and Italy were also upset by getting few territorial gains.

A Flawed Peace Text and Text Dependent Questions Standards Alignment Text with Questions

A Flawed Peace The Allies Meet and Debate What decisions were made at Versailles? Directions: Answer the text dependent questions as you read. Many nations sent delegates to the peace talks in Paris. The main leaders were Woodrow Wilson of the United States, Georges Clemenceau of France, and David Lloyd George of Britain. Germany and its allies and Russia were not present. Wilson pushed for his peace plan called the Fourteen Points. He wanted to end secret treaties and alliances and give people self-determination, the right to form their own nation. He also hoped to set up a world organization that would police the actions of nations and prevent future wars. Britain and especially France had different views. They had suffered greatly in the war. They wanted to punish Germany. After long debates, the leaders finally agreed on a peace settlement. It was called the Treaty of Versailles and was signed in June 1919. The treaty called for a League of Nations the world organization that Wilson wanted. It would include 32 nations. The United States, Britain, France, Japan, and Italy would make up the leadership. Germany and Russia were left out of the League. The treaty took away German land in Europe and took away its colonies in Africa and the Pacific. Limits were placed on the size of Germany s armed forces. Finally, Germany was given complete blame for the war. That meant it would have to make payments to the Allies for damage caused. As negotiations began at the conclusion of WWI, who was present and who was not? What was Woodrow Wilson s plan for peace and what did it entail? Explain France and Britain s point of view. Name of Treaty and date signed. Describe the League of Nations. What were the treaty terms for Germany?

A Flawed Peace Directions: Answer the text dependent questions as you read. A Troubled Treaty Who opposed the treaty? Germany s former colonies were given to the Allies to govern until they decided which were ready for independence. Poland, Czechoslovakia, and Yugoslavia were all declared independent. Finland, Estonia, Latvia, and Lithuania once part of Russia were made independent nations as well. The treaty also broke up the Ottoman Empire. The Ottomans kept control only of Turkey. The treaty did not make lasting peace. The United States Senate never approved the treaty or joined the League of Nations. Germany bitterly resented the treaty because it placed all the blame for the war on them. Colonial peoples in Africa and Asia were angry because the treaty did not make them independent. Japan and Italy were also upset by getting few territorial gains. What happened to the German colonies? Which countries became independent? Explain the collapse of the Ottoman Empire. Discuss the discontent with the Treaty of Versailles.

A Flawed Peace Dialectical Journal Standards Alignment Quotes Analysis Guide Text quotes with student directions

Standards Alignment California State Standards for Grade 10 10.5 Students analyze the causes and course of the First World War. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort. 10.6 Students analyze the effects of the First World War. 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 on world politics. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 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. RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH 4 - 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 studies. RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH 8 - Assess the extent to which the reasoning and evidence in a text support the author s claims. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

Read to Analyze Quotes The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic connections between the text and other related concepts. After reading the quote and locating it in the document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or predict. Response Starters to help start journal feedback: Asking Questions I wonder why What if How come Revising Meaning/Analyzing At first I thought, but now I My latest thought about this is I m getting a different picture here because Forming Interpretations What this means to me is I think this represents The idea I m getting is Evaluating I like/don t like This could be more effective if The most important message is Reflecting and Relating So, the big idea is A conclusion I m drawing is This is relevant to my life because Predicting I ll bet that I think If, then

A Flawed Peace - Dialectical Journal Quote from Reading: - Many nations sent delegates to the peace talks in Paris. Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict) - The main leaders were Woodrow Wilson of the United States, Georges Clemenceau of France, and David Lloyd George of Britain. - Germany and its allies and Russia were not present. - Wilson pushed for his peace plan called the Fourteen Points. He wanted to end secret treaties and alliances and give people self-determination, the right to form their own nation. - He also hoped to set up a world organization that would police the actions of nations and prevent future wars. - Britain and especially France had suffered greatly in the war and wanted to punish Germany. - The leaders finally agreed on a peace settlement called the Treaty of Versailles and was signed in June 1919. - The treaty called for a League of Nations and would include 32 nations. The United States, Britain, France, Japan, and Italy would make up the leadership. - Germany and Russia were left out of the League. - The treaty took away German land in Europe and took away its colonies in Africa and the Pacific.

A Flawed Peace - Dialectical Journal Quote from Reading: - Limits were placed on the size of Germany s armed forces. Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict) - Germany was given complete blame for the war meaning it would have to make payments to the Allies for damage caused. - Germany s former colonies were given to the Allies to govern until they decided which were ready for independence. - Poland, Czechoslovakia, and Yugoslavia were all declared independent. Finland, Estonia, Latvia, and Lithuania once part of Russia were made independent nations as well. - The treaty also broke up the Ottoman Empire. The Ottomans kept control only of Turkey. - The treaty did not make lasting peace. - The United States Senate never approved the treaty or joined the League of Nations. - Germany bitterly resented the treaty because it placed all the blame for the war on them. - Colonial peoples in Africa and Asia were angry because the treaty did not make them independent. - Japan and Italy were also upset by getting few territorial gains.

A Flawed Peace Text Summary Worksheet with student directions

Standards Alignment California State Standards for Grade 10 10.5 Students analyze the causes and course of the First World War. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort. 10.6 Students analyze the effects of the First World War. 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 on world politics. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH 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. RH 4 - 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 studies. Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: WHST 1 - Write arguments focused on discipline-specific content. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

A Flawed Peace Directions: As you read the text, fill out the graphic organizer below. Take notes on each and draw conclusions about the Treaty of Versailles. Ottoman Empire: Germany s Colonies: League of Nations: Wilson s Fourteen Points: Treaty Of Versailles: German Land in Europe: Conclusions: Conclusions: Conclusions: