Goals & Objectives
1. SWBAT 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 show their understanding through an in-class debate.
2. SWBAT evaluate the text the Treaty of Versailles and understand how it lead to WWII. The students will show their understanding of the material by scoring at least 80% on the summative quiz.
Vocabulary
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Lesson Introduction
The teacher will begin class by talking about whether or not 'School Spirit' is important. Is it important to be loyal or proud of you school mascot or have pride in your school. From those questions, the teacher will tie in 'Nationalism' and the ideas behind it. The teacher will have the students come up to the whiteboard and write down examples of how nationalism is displayed within country today. Once this is complete the teacher will go over the answers on the board and reinforce the correct answers and correct the misinterpretations.
Content Delivery
The presentation covers who drafted or had influence over the Treaty of Versailles. Also covered in the presentation is Wilson's 14 Points followed by an introduction to the group assignment pertaining to the information covered.
Student Engagement
Day 1: Students will participate in the lesson introduction and follow along with the Sliderocket presentation.
Day 2-3: Have students in groups of three choose the 8 most important articles of the 14 points. They will then place in order from 1-8 (1 being most important) the 8 most important points.
Step 2. Students will create a poster of their top 8 in their own words.
Step 3. Students will group in their poster groups and debate why their top 8 should be the class top 8.
Day 5: Students will the work on their Vocabulary Squares with their elbow partners. The students will rate themselves on their knowledge of the word using the numbers in the right-hand corner. Number one means they don't know, two means they have some understanding, three means they can use the word, and four means the student knows more than was taught. Now that the vocabulary has been used in its correct context students will be able to correctly identify, define, and fill in their squares. Students must use color while drawing out the pictogram portion of the squares (Magazine or Internet pictures are fine as well)
Day 6: Students will begin the day with a summative assessment followed by an introduction to the Zionist movement and the creation of Israel.
Day 2-3: Have students in groups of three choose the 8 most important articles of the 14 points. They will then place in order from 1-8 (1 being most important) the 8 most important points.
Step 2. Students will create a poster of their top 8 in their own words.
Step 3. Students will group in their poster groups and debate why their top 8 should be the class top 8.
- Have students propose which article should be #1 and then debate. Take vote (only one vote per group)
- Continue until through the 8th
Day 5: Students will the work on their Vocabulary Squares with their elbow partners. The students will rate themselves on their knowledge of the word using the numbers in the right-hand corner. Number one means they don't know, two means they have some understanding, three means they can use the word, and four means the student knows more than was taught. Now that the vocabulary has been used in its correct context students will be able to correctly identify, define, and fill in their squares. Students must use color while drawing out the pictogram portion of the squares (Magazine or Internet pictures are fine as well)
Day 6: Students will begin the day with a summative assessment followed by an introduction to the Zionist movement and the creation of Israel.
Demonstrated Learning
Day 1: Check for Understanding (Informal Formative)
Day 3: Debate (Informal Summative)
Day 6: Quiz (Summative)
Day 3: Debate (Informal Summative)
Day 6: Quiz (Summative)
Lesson Closure
Following the Summative quiz, the students will be given time to discuss their posters and the debate done on day three. They will be given 10 minutes to discuss whether or not their minds have changed regarding the order of the 8 articles or whether they need to substitute an article. If they choose to switch an article they must justify it to the teacher and the group.