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Texas School for the Blind and Visually ImpairedOutreach Programswww.tsbvi.edu |512-454-8631 | 1100 W. 45th St. | Austin, Texas 78756
TETN # 10372
CSCOPE and Students with Visual Impairments
January 18, 2012
Presented by
Vicki Rainwater, Access to the General Curriculum - Educational SpecialistRegion One Education Service CenterOffice of School Improvement, Accountability & [email protected]
Developed for
Texas School for the Blind & Visually Impaired
Outreach Programs
CSCOPE and Students with Visual Impairments
You will need to access the following links for this presentationhttp://www.cscope.us/index.html
http://www.cscope.us/docs/sample_lesson/socstud_ushist_sample_lesson.pdf
The content of the pdf file has been made accessible on the following pages if you have trouble navigating the pdf version.
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Figure 1 CSCOPE logo that reads" CSCOPE – Texas Education Service Center Curriculum Collaborative"
US HistorySocial StudiesUnit: 4Lesson: 3Duration: 4 days
The Treaty of Versailles © 2010, TESCCC 08/11/10 page 1 of 23Lesson Synopsis:This lesson investigates the aftermath of The Great War, including Wilson’s Fourteen Points and the Treaty of Versailles.Students gain a basic overview of the Paris Peace Conference following World War I and learn about the opinions of the“Big Four” and the terms of the Treaty of Versailles by reviewing documents from the debate regarding the United Statesjoining the League of NationsTEKS:
1 History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.The student is expected to:
1A identify major eras in U.S. history from 1877 to the present and describe their defining characteristics;
1C explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.
3 History. The student understands the emergence of the United States as a world power between 1898 and 1920.The student is expected to:
3A explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power;
3D analyze major issues raised by U.S. involvement in World War I, Wilson’s Fourteen Points, and the Treaty of Versailles.
8 Geography. The student uses tools to collect, analyze, and interpret data. The student is expected to:8A create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and
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12 Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:
12E describe the economic effects of international military conflicts, including the Spanish-American War and World War I on the United States.
18 Citizenship. The student understands efforts to expand the democratic process. The student is expected to:18C explain how participation in the democratic process reflects our national identity.
Process TEKS:
24 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:24A Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
24B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
24C Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources , points of view, frames of reference and historical context;
24D Use the process of historical inquiry to research, interpret, and use multiple sources of evidence;
24E evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
24F Identify bias in written, oral, and visual material;
24G Support a point of view on a social studies issue or event; and
25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:25A Use social studies terminology correctly;
25B Use standard grammar, spelling, sentence structure, and punctuation;
25C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
25D Create written, oral, and visual presentations of social studies information.
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26 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
26A Use a problem-solving process to Identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
GETTING READY FOR INSTRUCTION
Performance Indicator(s): As a newspaper editorial writer and informed U.S. citizen in early 1919, write an editorial for
your paper supporting a point of view on the Treaty of Versailles. (3D, 12E) 4J, 5G
Key Understandings and Guiding Questions: Domestic and foreign issues affect a nation politically, economically, and socially.
Why do nations go to war?
How do nations become world powers?
Whose ambitions are served in war?
Are wars ever fought simply to right a wrong? Why or why not?
How does the tension between ideas lead to conflict and change?
How do different wants and needs lead to conflict and change?
How do significant events and individuals impact political boundaries?
In what ways have historical events influenced world societies?
Vocabulary of Instruction: compromise
motivation
conflict
checks and balances
geographic factors
political factors
economic effects
Terms and identifications
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— The Great War
— World War I
— Wilson’s Fourteen Points
— Treaty of Versailles
— League of Nations
— Wilson’s Fourteen Points
— military conflict
— democratic process
— armistice
— treaty
— Versailles
Materials: playing cards (or any set of cards indicating red and black) index cards jump rope, painter’s tape or streamer ribbon
Resources: Photostory: Treaty of Versailles
Attachments
o Handout: The Treaty of Versailles
o Handout: Treaty of Versailles Matrix
o Handout: Support for the League of Nations
o Handout: Opposed to the League of Nations
o Handout: League of Nations T-Chart
o Handout: Sum It Up
o Teacher Resource: Continuum Cards
o Rubric: Editorial
Web Resources
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o Treaty of Versailles: http://www.historyonthenet.com/WW1/versailles.htm
o http://historyonthenet.com/Lessons/worksheets/ww1.htm
o National Archives Transcript of President Woodrow Wilson's 14 Points (1918):
http://www.ourdocuments.gov/doc.php?doc=62&page=transcript
o http://hti.osu.edu/opper/lesson-plans/treaty-of-versailles
o http://www.authentichistory.com/1914-1920/
o http://www.greatwar.nl/
o http://www.mtholyoke.edu/~bulin20e/classweb/purpose.html
o http://www.articleii.org/extensions_chiefdiplomat.html
o Lodge-Lowell Debate: http://www.news.harvard.edu/gazette/2004/03.18/15-league.html
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Advance Preparation:1. Become familiar with the content and procedures for this lesson, including issues raised by
U.S. involvement in World War I, Wilson’s Fourteen Points, the Treaty of Versailles and background and arguments for and against signing the treaty.
2. Refer to the Instructional Focus Document for specific information to include.
3. Select appropriate sections of the textbook and other classroom materials to support the learning in this lesson.
4. Choose and display vocabulary words on a “word wall” to be used during the lesson.
5. Locate appropriate maps in the student textbook or other materials to support learning:
6. Contact librarian for reference materials and resources for research.
7. Preview web resources according to district guidelines.
8. If desired, arrange student computer access for the Explore sections of the lesson. Otherwise, prepare handouts from the materials on the websites.
9. Print and prepare materials for the lesson.
a. Preview and prepare to show the PhotoStory: Treaty of Versailles during the Engage section.
b. Create a handout of a political cartoon about the Treaty of Versailles for use in the Explain 1 section. (Possibilities can be found at http://www.mtholyoke.edu/~bulin20e/classweb/purpose.html or http://www.articleii.org/extensions_chiefdiplomat.html or http://hti.osu.edu/opper/lesson-plans/treatyof- versailles )
c. Add political cartoons to be Document 4 of the Handout: Opposed to the League of Nations.
d. Cut out agreement flags (in blue) and disagreement flags (in red).
e. Create a timeline on World War I for the students to use (a sample is attached)
10.Discovery Education Streaming has video clips which may be utilized with each lesson. Contact your campus librarian or technology specialist to get a list of available clips. These clips can serve as an additional resource for students to learn about the content of the lesson.
Background Information:Prior knowledge: World War I is discussed in depth in the World History course. For this lesson, students need to come with knowledge of the causes and the events of World War I (See Unit 4, Lesson 2). They also need an understanding of other countries’ attitudes toward Germany.
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Treaty of VersaillesSigned on June 28, 1919 as an end to the First World War, The Treaty of Versailles was supposed to ensure a lasting peace by punishing Germany and setting up a League of Nations to solve diplomatic problems. Instead, it left a legacy of political and geographical difficulties which have often been blamed, sometime solely, for starting the Second World War.
The First World War had been fought for four years when, on November 11, 1918, Germany and the Allies signed an armistice. The Allies soon gathered to discuss the peace treaty they would sign, but Germany and Austria-Hungary were not invited; instead they were only allowed to present a response to the treaty, a response which was largely ignored. Instead terms were drawn up mainly by the ‘Big Three’: British Prime Minister Lloyd George, French Prime Minister Frances Clemenceau and US President Woodrow Wilson. The Conference began with the ‘Big Four,’ however, Italian Prime Minister Vittorio Orlando quit the conference after a dispute with Wilson.
Representatives from 27 nations began meeting in Paris in January 1919 to discuss Wilson’s Fourteen Points. Clemenceau and Lloyd George refused to include most of Wilson’s points in the peace treaty. President Wilson won support of the most important of his Fourteen Points- that which called for the League of Nations. The League’s structure and responsibilities were set forth in the Covenant attached to the peace treaty.
Results of the treaty:1. The map of Europe was redrawn with consequences which, especially in the Balkans, remain
to the modern day.
2. Numerous countries were left with large minority groups: there were three and a half million Germans in Czechoslovakia alone.
3. The League of Nations was fatally weakened without the United States and its army to enforce decisions.
4. Many Germans felt unfairly treated; after all they had just signed an armistice, not a unilateral surrender.
League of Nations DebatePresident Woodrow Wilson presented his support for what he would later call the League of Nations in a foreign policy address on May 17, 1916. The League of Nations would be an international parliament dedicated to the pursuit of peace, security and justice for all the world’s peoples. Wilson won support from Clemenceau and Lloyd George for the League of Nations, however, he faced fierce opposition in the U.S. Senate.
The League’s success depended on Wilson’s ability to convince the Senate to ratify the Treaty of Versailles, which included the League of Nations’ Covenant. The Republican’s had gained a majority in the Senate in 1918, and many were determined to undermine Wilson’s ambitions. Senator Henry Cabot Lodge of Massachusetts led one of the opposition groups.
The most heavily debated portion of the Covenant was Article X. It gave the League the right to undertake military actions against aggressor nations. Opponents believed that this violated the
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Constitution by eliminating the power of Congress to declare war. Also, they declared that it was not in the best interest of the United States to be a part of an organization that could force the U.S. into a military action that might damage its national interest.
Though the Republicans offered several amendments to the treaty, Wilson refused to support them. Lodge presented the amended treaty for a ratification vote in November 1919. Wilson ordered Senate Democrats to vote against it and the Lodge version was defeated.
The League of Nations proved to be an unsuccessful organization. Many historians believe that the success of the League relied heavily on the full involvement of the United States to operate effectively as an international parliament.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENTInstructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc . If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference.
INSTRUCTIONAL PROCEDURES
Instructional Procedures Notes for Teacher
ENGAGE NOTE: 1 Day = 50 minutesSuggested time: 1/3 Day
Show the Teacher Resource: PhotoStory: Treaty of Versailles for this lesson.
MATERIALS: PhotoStory: Treaty of Versailles
Web Resource: http://www.historyonthenet.com/WW1/versailles.htm
Additional pictures and information are available at the web site above.
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EXPLORE 1 Suggested time: 1 2/3 Day Students work independently, in pairs, or in
small groups.
Distribute the Handout: The Treaty of Versailles and the Handout: Treaty of Versailles Matrix
Students use the Treaty of Versailles handout, the textbook, and other materials to learn about the Treaty of Versailles.
As they read, students organize the information by individually completing the Treaty of Versailles Matrix and as a group creating an illustrated list of the main points of the Treaty of Versailles. (Examples can be found at : http://historyonthenet.com/Lessons/worksheets/ww1.htm . Click on Treaty of Versailles and scroll to the second page.)
Students leave their groups to meet with a different partner and share their learning. Use Think-Pair-Share or another appropriate strategy.
MATERIALS:Handout: The Treaty of Versailles
Handout: Treaty of Versailles Matrix
Web Resources:http://historyonthenet.com/Lessons/worksheets/ww1.htm
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EXPLAIN 1 Suggested time: ½ Day
Distribute a political cartoon related to WWI and the Treaty of Versailles. Possible cartoons can be found at:
o http://www.mtholyoke.edu/~bulin20e/classweb/purpose.html
o http://www.articleii.org/extensions_chiefdiplomat.html ,
o http://digital.lib.uiowa.edu/cdm4/item_viewer.php? CISOROOT=/ding&CISOPTR=10919&CISOBOX=1&REC=7
o http://digital.lib.uiowa.edu/cdm4/item_viewer.php? CISOROOT=/ding&CISOPTR=7685&CISOBOX=1&REC=1
o http://hti.osu.edu/opper/lesson-plans/treaty-of- versailles
Students use what they have learned about the Treaty of Versailles to analyze a political cartoon.
Ask students to use call-out boxes to identify and explain key images, symbols, etc., in the cartoon.
Then, with a partner, ask students to summarize the analysis of the editorial cartoon’s message and elaborate on the world climate in the aftermath of WWI.
After a few minutes of discussion, allow a few students to share out the analysis and explain the state of the world after WWI. (Answers will vary.)
MATERIALS: political cartoon for analysis
Web Resources http://www.mtholyoke.edu/
~bulin20e/classweb/purpose.html
http://www.articleii.org/ extensions_chiefdiplomat.html
http://digital.lib.uiowa.edu/ cdm4/item_viewer.php?CISOROOT=/ding&CISOPTR=10919&CISOBOX=1&REC=7
http://hti.osu.edu/opper/ lessonplans/treaty-of-versailles
(This can be a formative assessment.)
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EXPLORE 2 Suggested time: 1 ½ Day Ask each student to choose a card from a deck of
playing cards. Students holding a red card will be in the Red group. Students holding a black card will be in the Black group.
In groups, ask students to pair up with another student and become an expert on a point of view – either For the League of Nations or Against the League of Nations.
In the Red Groups- Student pairs explore primary source documents supporting Woodrow Wilson’s desire for the United States to join the League of Nations.
Distribute Handout: Support for the League of Nations.
Ask students to select 4 arguments that support the League of Nations. Then ask students to summarize their arguments on the Handout: League of Nations T Chart (citing the document used to formulate the arguments).
In the Black Groups- Student pairs explore primary sources supporting Henry Cabot Lodge’s desire for the United States to NOT join the League of Nations.
Distribute Handout: Opposed to the League of Nations.
Students select 4 arguments that oppose the United Nations and summarize their arguments on the Handout: League of Nations T Chart (citing the document used to formulate the arguments).
When students demonstrate that they have become an expert on their position (40-60 minutes), reorganize the students. Ask students to pair up with someone from the opposite point of view.
Now allow students to discuss their different points of view, ensuring that their partner fully understands the opposition. As each partner shares their point of view, the opposition should be filling in the Handout: League of Nations T Chart so
MATERIALS: Deck of cards
Handout: Support for the League of Nations
Handout: Opposed to the League of Nations
Handout: League of Nations T Chart (or students draw their own)
Teacher Notes:During this part of the lesson, the teacher will monitor and circulate continuously, listening to discussions, asking probing questions to ensure that students grasp the content and positions on each side of the League of Nations. Teachers can clarify and add additional information to support student understanding.
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that both sides are filled.
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EXPLAIN 2 Suggested time: ½ Day Distribute the Handout: Sum It Up.
Ask students to work in pairs or as individuals to craft a response to one of three “answers” regarding the Fourteen Points and the Treaty of Versailles. Students must refute and/or support points made in the chosen option and provide evidence from their documents and discussions.
MATERIALS: Handout: Sum It Up
(This can be a formative assessment.)
ELABORATE Suggested time: ½ Day Set up the position continuum in an open area of
the room. Cut out each circle on the Teacher Resource: Continuum Cards. Then attach the circles as a continuum to a jump rope or painter’s tape or streamer ribbon. The continuum should be set up as follows: Strongly Agree, Agree, Disagree, and Strongly Disagree.
Distribute one index card to each student.
Ask each student to write a newspaper headline on the index card that indicates how the American people might have felt about the League of Nations in 1919. After 5-7 minutes, ask students to pass up their index cards.
Read each headline and ask students to stand along the continuum to show their opinion about the headline – if they agree or disagree with the headline. Then ask a few students at different points along the continuum to share out a reason for the point they chose on the continuum.
MATERIALS: Index cards
Jump rope, painter’s tape, or streamer ribbon
Teacher Resource: Continuum Cards
Teacher Notes:Be sure to encourage students to justify their position with documents, readings or other sources they have used to understand the Treaty of Versailles. This discussion can lead to higher quality editorials in the Evaluate section of the lesson.
EVALUATE Suggested time: 1 Day As a newspaper editorial writer and informed U.S. citizen in early 1919, write an editorial for your paper supporting a point of view on the Treaty of Versailles. (3D, 12E) 4J, 5G
MATERIALS: Rubric: Editorial
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The Treaty of Versailles (pp. 1 of 3)
Last night, for the first time since August in the first year of the war, there was no light of gunfire in the sky, no sudden stabs of flame through darkness, no spreading glow above black trees where for four years of nights human beings were smashed to death. The Fires of Hell had been put out.
Phillip Gibbs in the New York Times (11 November 1918)
THE CONFERENCEThe First World War (1914-1918) was very destructive. Approximately 10 million people were killed. The ‘Western Front’ was totally destroyed, as were many other areas in Europe. On November 11, 1918, Germany signed a cease-fire. It was called ‘the Armistice.” In January 1919, delegates from several countries met in Paris, France to discuss the terms of the peace treaty to end the war. Each of the delegates came to the conference with different ideas, plans, and goals. The Germans were not invited to the conference and had no say in the making of the peace treaty. Although Germany complained about the severity of the Treaty, in the end Germany had no choice but to sign the document.
Four of the most important leaders were:Woodrow Wilson Georges Clemenceau David Lloyd George Vittorio Orlando President of the
United States of America
Wanted to end the war by making a fair peace treaty
Devised ‘Fourteen Points’ plan
Wanted self-determination for the peoples of Eastern Europe
Prime Minister of France Wanted revenge
and to punish the Germans
Wanted Germany to pay for the damage done during the war
Wanted to weaken Germany so they could never invade France again
Prime Minister of Great Britain
He wanted justice, but he did not want revenge
Wanted Germany to pay for the damage done during the war
Worked to help Wilson and Clemenceau compromise
Prime Minister of Italy
Italy had declared war on Germany in 1915, changing from the alliance with Germany at the beginning of the war. He had been promised territory as a reward for changing sides.
Worked to get the extra land for Italy.
“…Only two nations are for the time being left out. One of them is Germany, because we did not think that Germany was ready to come in, because we felt that she ought to go through a period of probation. She says that she made a mistake. We now want her to prove it by not trying it again…”
The Public Papers of Woodrow Wilson, Ray S. Baker and William E. Dodd, eds.,Authorized Edition, Vol. 1, New York, 1924, pp. 30-44
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THE TREATY OF VERSAILLES (PP. 2 OF 3)
WOODROW WILSON PROPOSES THE FOURTEEN POINTS (1918)While the war was still going on, President Wilson proposed the Fourteen Points he had in mind for the peace agreement. This is a brief overview of the 14 Points:
There were to be no secret treaties between powers like the treaties that had helped to cause the First World War. (Open Diplomacy)
Seas should be free in peace and in war to ships of all nations (Freedom of Navigation)
The barriers to trade between countries such as custom duties should be removed (free trade)
All countries should reduce their armed forces to the lowest possible levels (Multilateral disarmament.)
The national groups in Europe should, wherever possible, be given their independence. Wilson supported the idea of National Self-Determination, whereby a nation had the right to selfgovernment.
Russia should be allowed to operate whatever government it wanted.
Territorial changes:
o Germany should give up Alsace-Lorraine and any lands taken away during the war.
o The Italian frontier should be readjusted.
o Belgium should be evacuated.
o Poland should be given an outlet to the sea.
The defeated nations should not be made to pay for the war as a whole.
A ‘League of Nations’ should be formed to protect world peace in the future.
Visit the National Archives for a Transcript of President Woodrow Wilson's 14 Points (1918): http://www.ourdocuments.gov/doc.php?doc=62&page=transcript .
TREATY OF VERSAILLES (1919)France and Great Britain were not satisfied with Wilson’s Fourteen Points. They were concerned more with their own national security. Wilson’s Fourteen Points did not provide a guarantee for this security. In addition, France and Great Britain wanted Germany to pay reparations for the damage caused by the war.
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The Treaty of Versailles did accept Wilson’s 14th point, which was to create a League of Nations. The League was an international association that aimed for peace among nations. Its executive council consisted of the five Allied powers—the United States, Great Britain, France, Italy and Japan. The General Assembly included 32 representatives from Allied and neutral nations. However, they intentionally left out Germany and Russia.
Main Points of the Treaty1. Germany had to accept the blame for starting the war.
2. Germany was forbidden to have submarines or an air force. She could have a navy of only six battleships, and an army of just 100,000 men. In addition, Germany was not allowed to place any troops in the Rhineland, the strip of land, 50 miles wide, next to France.
3. Germany had to pay £6,600 million, called reparations, for the damage done during the war.
4. Germany lost land in Europe (see map, below). Germany’s colonies were given to Britain and France.
5. Germany could not join the League of Nations.
6. Germany could never unite with Austria.
We will get everything out of her [Germany] that you can squeeze out of a lemon and a bit more.... I will squeeze her until you can hear the pips squeak.
From a speech in 1918 by Sir Eric Geddes, a British politician standing for election as an MP
“…I want to say that I did not find any of my colleagues in Paris disinclined to do justice to Germany. But I hear that this treaty is very hard on Germany. When an individual has committed a criminal act, the punishment is hard, but the punishment is not unjust. This nation permitted itself, through unscrupulous governors to commit a criminal act against mankind, and it is to undergo the punishment, not more than it can endure but up to the point where it can pay it must pay for the wrong that it has done…”
The Public Papers of Woodrow Wilson, Ray S. Baker and William E. Dodd, eds.Authorized Edition, Vol. 1, New York, 1924, pp. 30-44
MapsPolitical Maps of Europe before and after World War I:
Europe in 1914, on the eve of the first world war: http://users.erols.com/mwhite28/euro1914.htm
Europe in the aftermath of the first world war: http://users.erols.com/mwhite28/post-ww1.htm
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Political Cartoons http://www.mtholyoke.edu/~bulin20e/classweb/purpose.html
http://www.articleii.org/extensions_chiefdiplomat.html
http://digital.lib.uiowa.edu/cdm4/item_viewer.php?CISOROOT=/ ding&CISOPTR=10919&CISOBOX=1&REC=7
http://hti.osu.edu/opper/lesson-plans/treaty-of-versailles
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The Treaty of Versailles MatrixWhat did the Treaty of Versailles mean for Germany and Europe?
Germany EuropeResponsibility
Reparations
Changes in Political Boundaries
Military
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Peace in the Future
Support for the League of Nations
Document #1Lawrence Lowell was the chairman of the executive committee of the League to Enforce Peace, which favored the League of Nations. (Detail from The Boston Post, Thursday, March 20, 1919 front page. Headline reads 'Lodge Not Opposed to League, Blames Wilson for Deadlock.')
http://www.news.harvard.edu/gazette/2004/03.18/15league.html
Document #2“…I wish I could do what is impossible in a great company like this. I wish I could read that Covenant to you, because I do not believe, if you have not read it yourself and have only listened to certain speeches that I have read, that you know anything that is in it. Why, my fellow citizens, the heart of the Covenant is that there shall be no war. To listen to some of the speeches that you may have listened to or read, you would think that the heart of it was that it was an arrangement for war. On the contrary, this is the heart of that treaty…
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Figure 2 from The Boston Post, Thursday, March 20, 1919 front page. Political cartoon of Lawrence Lowell.
…The bulk of it is concerned with arrangements under which all the members of the League - that means everybody but Germany and dismembered Turkey - agree that they never will go to war without first having done one or other of two things - either submitted the question at issue to arbitration, in which case they agree absolutely to abide by the verdict, or, if they do not care to submit it to arbitration, submitted it to discussion by the council of the League of Nations, in which case they must give six months for the discussion and wait three months after the rendering of the decision, whether they like it or not, before they go to war. They agree to cool off for nine months before they yield to the heat of passion, which might otherwise have hurried them into war…
…Some gentlemen who doubt the meaning of English words have thought that advice did not mean advice, but do not know anything else that it does mean, and I have studied English most of my life and speak it with reasonable correctness…
…If we do not guarantee them, then we have this interesting choice: I hear gentlemen say that we went into the recent war because we were forced into it, and their preference now is to wait to be forced in again. They do not pretend that we can keep out; they merely pretend that we ought to keep out until we are ashamed not to go in…
…Are these gentlemen such poor patriots that they are afraid that the United States will cut a poor figure in the opinion of mankind? And do they think that they can bring this great people to withdraw from that League if at that time their withdrawal would be condemned by the opinion of mankind? We have always been at pains to earn the respect of mankind, and we shall always be at pains to retain it. I for one am too proud as an American to say that any doubt will ever hang around our right to withdraw upon the condition of the fulfillment of our international obligations…
…Therefore, we cannot rewrite this treaty. We must take it or leave it, and gentlemen, after all the rest of the world has signed it, will find it very difficult to make any other kind of treaty. As I took the liberty of saying the other night, it is a case of "put up or shut up." The world cannot breathe in the atmosphere of negotiations. The world cannot deal with nations who say, "We won't play!" The world cannot have anything to do with an arrangement in which every nation says, "We will take care of ourselves."
The Public Papers of Woodrow Wilson, Ray S. Baker and William E. Dodd, eds.,Authorized Edition, Vol. 1, New York, 1924, pp. 30-44.
Document #3Washington, 18 November, 1919.
Hon. G. M. Hitchcock, United States Senate.
My Dear Senator: You were good enough to bring me word that the Democratic senators supporting the treaty expected to hold a conference before the final vote on the Lodge resolution of ratification and that they would be glad to receive a word of counsel from me.
I should hesitate to offer it in any detail, but I assume that the senators only desire my judgment upon the all important question of the final vote on the resolution containing the many reservations by
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Senator Lodge. On that I cannot hesitate, for, in my opinion, the resolution in that form does not provide for ratification but, rather, for the nullification of the treaty. I sincerely hope that the friends and supporters of the treaty will vote against the Lodge resolution of ratification.
I understand that the door will probably then be open for a genuine resolution of ratification.
I trust that all true friends of the treaty will refuse to support the Lodge resolution.
Cordially and sincerely yours,
(Signed) WOODROW WILSON.
Document #4– A. Lawrence Lowell, Pres. of Harvard Univ.
A Joint Debate on the Covenant of the League of Nations: Lodge v. Lowell.
March 19, 1919. Reprinted from the Boston Evening Transcript.
WE hear the dread expressed, “Are we to send our sons abroad?” But if we make an agreement of that sort and the nation who violates has got to go to war with the whole world, there is no danger of it whatever. There is no more danger than there is of a rough attacking a body of a dozen policemen. It doesn’t happen, it can’t happen, it won’t happen. (Applause.) It is just like this question of our being called out to defend the British Empire. Dear me! If any small State attacks the British Empire the British Empire can look out for itself and we need do nothing about it. If any big nation attacks the British Empire---well, it happened this time, and we went in whether we had a treaty or not. (Applause.)
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Opposed to the League of Nations (pp. 1 of 3)
Document #1A Joint Debate on the Covenant of the League of Nations: Lodge v. Lowell. March 19, 1919. Reprinted from the Boston Evening Transcript.
Question As to Value of Present Covenant
The question before us, the only question of a practical nature, is whether the league that has been drafted by the commission of the Peace Conference and Laid before it will tend to secure the peace of the world as it stands, and whether it is just and fair to the United States of America. (Applause.) That is the question, and I want now, very briefly, to bring it to the test.
Wars between nations come from contacts. A nation with which we have no contact is a nation with which we should never fight. But contacts, foreign relations, between nations are necessary and inevitable and the object of all diplomacy and statesmanship is to make those contacts and relations as harmonious as possible, because in those contacts is found the origin of war.
– Senator Henry Cabot Lodge
Document #2“…But take another view of it. We are sending to the council one man. That one man represents 110,000,000 people. Here, sitting in the Senate, we have two from every State in the Union, and over in the other House we have Representatives in accordance with population, and the responsibility is spread out in accordance with our obligations to our constituency. But now we are transferring to one man the stupendous power of representing the sentiment and convictions of 110,000,000 people in tremendous questions which may involve the peace or may involve the war of the world....
What is the result of all this? We are in the midst of all of the affairs of Europe. We have entangled ourselves with all European concerns. We have joined in alliance with all the European nations which have thus far joined the league, and all nations which may be admitted to the league. We are sitting there dabbling in their affairs and intermeddling in their concerns. In other words, Mr. President—and this comes to the question which is fundamental with me—we have forfeited and surrendered, once and for all, the great policy of "no entangling alliances" upon which the strength of this Republic has been founded for 150 years.
My friends of reservations, tell me where is the reservation in these articles which protects us against entangling alliances with Europe? Those who are differing over reservations, tell me what one of them protects the doctrine laid down by the Father of his Country. That fundamental proposition is surrendered, and we are a part of the European turmoils and conflicts from the time we enter this league....”
– Senator William E. Borah- Speech On The League Of Nations Nov. 19, 1919
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Document #3A Joint Debate on the Covenant of the League of Nations: Lodge v. Lowell. March 19, 1919. Reprinted from the Boston Evening Transcript.
Redraft League in Language Everybody Can Understand
Now this is a case where constructive criticism is clearly needed, and my first constructive criticism is that this League ought to be redrafted and put in language that everybody and understand. (Applause.)
By doing that you will remove at once many causes of difference and dispute and you want the instrument to diminish disputes, increase harmony, because its purpose is to promote peace. Another question point which applies not only to the necessity of clear and definite language in the great instrument, but to the whole treaty, or to any treaty or anyt alliance or league that we make, and that is to remember this---that the sanctity of treaties is above everything else important. Whatever a country agrees to, that the country must maintain.
The sanctity of treaties lies at the basis of all peace, and therefore we must be as careful as possible to remove all chances of disagreement arising out of conflicting interpretations of language.
As I have said, my first constructive criticism is that we should have a revision of the language and form of the draft. Now, in discussing the draft of the League I can only deal with the most important points. To analyze those articles of that league as they should be analyzed would take many hours. But I will speak of one point which runs all through it, and one point which runs all through it, and that is that there are so many places where it says that the executive council ---which is the real seat of authority---the executive council shall recommend, or advise, or propose measures, and it fails to say by what vote they shall do it. There are one or two places where it is state3d there shall be a two-thirds vote, another case where it shall be unanimous, but in most cases it is not stated.
- Senator Henry Cabot Lodge
Document #4Go to the website below to view the political cartoon.
http://digital.lib.uiowa.edu/cdm4/item_viewer.php?CISOROOT=/ding&CISOPTR=7823&CISOBOX=1&REC=6
And All the King's Horses and all the King's Men
Darling, Jay N. (Jay Norwood). 1919-05-26.
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LEAGUE OF NATIONS T-CHARTDirections: Analyze the 4 Documents you have been given that either support or oppose the League of Nations. List 4-5 arguments that demonstrate the point of view in your set of documents. Cite which document supports your conclusions.
Support for League of Nations Opposed to the League of Nations
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SUM IT UP
Directions: Below are three student answers to a question requiring them to discuss Wilson’s Fourteen Points and the Treaty of Versailles. Choose one answer to respond to. Is the answer (or part of the answer) right or wrong? Agree and/or disagree with various points in the answer, supporting your viewpoint with evidence you have found during work in this lesson/unit.
AThe 14 points were proposed by President Woodrow Wilson in the post-WWI peace negotiations. He believed in self-determination and the establishment of a League of Nations. While Wilson tried to have the points (which were not meant to be punitive) incorporated into the Treaty of Versailles (which was the product of the peace negotiations), other leaders of the Big Four (especially David Lloyd George of the U.K. and Georges Clemenceau of France) had other goals they wanted to achieve. The Treaty of Versailles blamed Germany for the war and punished it by requiring that it pay huge reparations (war debts) to the other European nations.
BThe fourteen points was mainly about freedom from barriers for each nation and an agreement to unite with each other and be open to peace with no barriers to trade. The Treaty of Versailles ended World War I. They are similar.
CWilson's Fourteen Points and The League of Nations were included in The Treaty of Versailles to keep people from noticing that the French and British wanted to continue their empires and be the strongest nations in the world.
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Continuum Cards
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StronglyAgree
Figure 3 Continuum Card reading "Strongly Agree"
Continuum Cards
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Agree
Figure 4 Continuum Card reading "Agree"
Continuum Cards
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Disagree
Figure 5 Continuum Card reading "Disagree"
Continuum Card
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StronglyDisagree
Figure 6 Continuum Card reading "Strongly Disagree"
Rubric: Editorial
As a newspaper editorial writer and informed U.S. citizen in early 1919, write an editorial for your paper supporting a point of view on the Treaty of Versailles. (3D, 12E)
4 3 2 1Content The historical
content is accurate, well-explained, and provides a context for the writer’s point of view in an interesting way.
The historical content is accurate, well-explained, and provides a context for the writer’s point of view.
Most of the historical content is accurate, well-explained, and provides a context for the writer’s point of view.
Some of the historical content is accurate, well-explained, and provides a context for the writer’s point of view.
Product The writer chose and supported a point of view on the Treaty of Versailles that recognized the opposition point of view, while clearly explaining and supporting their own point of view in an interesting way.
The writer chose and supported a point of view on the Treaty of Versailles that recognized the opposition point of view, while clearly explaining and supporting their own point of view.
The writer chose and supported a point of view on the Treaty of Versailles and clearly explained and supported their position.
The writer chose and supported a point of view on the Treaty of Versailles and weakly explained and supported their position.
Mechanics The writer developed an editorial article that reflected a clear position, historical analysis, and supporting arguments in a product that is ready for submission to a newspaper.
The writer developed an editorial article that reflected a clear position, historical analysis, and supporting arguments in a neat and organized format.
The writer developed an editorial article that reflected a clear position, historical analysis, and supporting arguments in a neat format.
The writer developed an editorial article that reflected a position, historical analysis, and supporting arguments in an unprofessional format.
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BIBLIOGRAPHY
Carnes, Mark C. and John A. Garraty. American Destiny: Narrative of a Nation. New York: Longman, 2003.
Garraty, John A.,ed. Historical Viewpoints: Notable Articles from American Heritage, Vol.2 Since 1865. New York: Columbia University, 1991.
Gilderhus, Mark T. History and Historians: A Historiographical Introduction. New Jersey: Prentice Hall, 2000.
Henretta, James A. , David Brody, and Lynn Dumenil. America: A Concise History, Vol. 2, Since 1865. Boston: Bedford/St. Martin’s Press, 2002.
Writing for Social Studies. Dallas: McDougal Littell, [1998].
Aronson, E., Blaney, N., Stephan, C., Sikes, J., and Snapp, M. The jigsaw classroom., Sage Publications. 1978
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Texas School for the Blind & Visually ImpairedOutreach Programs
Figure 7 TSBVI logo
"This project is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.
Figure 8 IDEA logo
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