University of North Alabama Lesson Plan Template

Candidate’s name: Cheryl Ingwersen Date: April 6

Lesson plan title: Wilson’s 14 points and Treaty of Versailles Class/School/Grade: 11th grade U.S. History

Planning
National and/or State standard(s): [P1]
Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization
and economic and political changes. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
•  Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League
of Nations
•  Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including
greater opportunities for the rise of fascist states in Germany, Italy, and Spain

Cross-curricular connections (when applicable):

Reading:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
Writing:
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.

Justification of the standard(s): The student will examine primary documents relating to Wilson’s 14 points and the Treaty of
Versailles. The student will then analyze the effects of the treaty for America, Europe, and German. The student will apply the
knowledge learned and complete several projects. Lastly the students will try to predict how Germans will respond to the treaty.

Daily lesson objective(s):

Students will be able to describe how Germans felt about the Treaty of Versailles.
Students will be able to predict the rise of German Nationalism.

Essential questions(s): Unit: Will negotiating peace lead to war?

Lesson 5: What was the reaction of the German people to the Treaty?

Instructional supports for whole group needs (strategies, learning experiences, resources, and materials): [P4]
Strategies: Direct instruction, Relevant Vocabulary, Student Movement, and Student Centered

Resources: Political Cartoons and worksheets included in packet

Materials: White board and computers

Language Development: Evaluating cartoons, creating cartoon, predicting what comes next

Instructional supports for individual learner needs (include IEPs, IELPs, IFSPs, 504 plans, appropriate assistive
technology, and other individual learner needs): [P4]
Students that need assistance with reading or analyzation will be assigned in groups to encourage peer learning.

Technology (used by learners to design, innovate, solve problems, and/or express creative thought):
Whiteboard:
Teacher will display the primary document on the board to be read out loud.
Teacher will use the board to display political cartoons allowing for class activity.
Computer: Students will design a political cartoon on Animatron.com
Instruction
Introduction: [I1] Hook: Each student gets 2 cookies as they come in with instructions not to open. As class starts
· Set a purpose divide class into 4 groups. Everyone in group 4 must give 1 of their cookies to another group.
· State goals/ objectives Introductory Narrative:
· Use a “hook” Teacher will then ask, “How did that make you feel? Do you think it was fair? Was the average
· Organize orientation German at fault for the war?” Allow time for students to discuss. 5 minutes at most
around essential
question/learning Transition to Body: “You learned this week about the Treaty of Versailles and the conditions
focus that were placed on Germans. Let us examine how the Germans felt about the treaty.”
· Activate and connect
to prior knowledge [I2]

Body of the lesson: Procedures:

· Demonstrate
understanding of content 1. Have 4 buckets labelled Land, Military, Economic, and War guilt clause.
knowledge [I3]
· Demonstrate application 2. Activity: Read out loud the Primary document of the diplomatic response to the treaty. Give
of content [I4] groups strips with list of concerns from the delegates of German. Have groups read each slip
· Use evidence of prior decide which bucket that concern goes into. When completed have a volunteer or teacher read
knowledge and the slips and ask “Which bucket did your group choose? Why did you choose that bucket? Does
background [P5] it fit more than one concern?” Allow time for discussion. (15 minutes total)
· Engage learners in
critical thinking, 3. Interactive Lesson Display one political cartoons on board. Review with students how to
creativity, and examine political cartoons. Assign 4 groups. Hand out worksheets with their political cartoon.
problem-solving [I4] Allow students time to identify symbolism used. First identify words, then symbols, lastly the
· Relate to authentic local characters in the picture and what are they doing. Have the groups discuss and analyze the
and/or global issues [I4] purpose of the cartoon. Circulate the room to ensure they are on track. Have them record their
· Sequence learning groups thoughts on their worksheet. (10 minutes total)
experiences [P6]
 · Integrate available 4. Jigsaw Activity After discussion, group the students in groups of 4. Make sure that each group
technology [P7] has one from each of the previous groups. Allow time for them to share their cartoon and
symbolism. These groups will now design their own political cartoon. They make use the
computer program Animation or they may draw it. (30 minutes total)

5. If time allows have students present their ads to the class.

Implementation Details:
#2. Make sure students can identify that while they thought the treaty was unfair, they had no
choice but to sign.

# 4. Make sure that group 4 members are divided at least one per group. This will allow the
member to discuss the different political cartoons and symbolism used.

#4. Walk the classroom checking on groups. Help students identify symbolism when they need it.
Check with each group to find what their underlying idea is, does it align with what you have been
discussing. This activity will require students to discuss while designing.

#5. Time will depend on activity 4. If they are done presenting it will allow further discussion if
needed. Make sure to leave time for unit assessment.

Justification of learning ● Do Not Complete

experiences, research-based
strategies, and evidence of
learners’ prior knowledge and
background: [P4, P5, P6]

Lesson closure: [I5] Teacher: We have now completed the treaty and where the world was at the end of WW1. To
· Summarize key points of complete this unit, fill out the Venn Diagram. In one circle you will put Wilsons 14 points. The
the lesson [P2, P3] points that were like the Treaty you will put in the area where they overlap. The Treaty points that
· Connect to essential Wilson did not want goes into the second circle. After you complete this think about what we
 questions/ learning focus have learned today. Where does that leave the Germans? How do you think they will respond?
[P2] Include reasons for your prediction.
· Challenge learners to Exit ticket for the unit:
continue exploring Summative Assessment: Compare and contrast on a Venn Diagram the 14 points and the Treaty
content of Versailles. (Lesson 1-4)
Formative Assessment:
At the bottom of the Venn Diagram predict what will happen next. (Objective 2)

(10 minutes)

Assessment
Assessment: [A1]
· Includes formal 1. Political Cartoon: Students will demonstrate their ability to identify issues the Germans had with
and/or informal the Treaty of Versailles. They will also demonstrate their ability to apply symbolism and create a
assessment representation of the German attitudes.
· Align with
standards and
2. Compare and Contrast: The students will list key elements of the 14 points and the Treaty of
objectives [P2] Versailles, where they overlap and what was left out or added.
· Offer learners
multiple ways 3. Prediction: Students will apply what has been learned to predict what actions the Germans will take
of demonstrating in response to the treaty.
knowledge and
skills [P4]
· Includes modified Modifications for Students with Special Needs:
assessments for Students will be aligned in groups that allow students to mentor the students who are struggling with
learners with applying earlier knowledge.
specific needs as
appropriate [P4]

Justification of objective- Do not Complete

instruction-assessment
alignment: [P3, A1]