Defining US: The American Experience FCPS Teaching American History Grant Subject: US/VA History Prepared by: Nora Bowers and Jennifer Saunders Grade: 11 School: Interagency Alternative Schools Title: National Debate over Treaty Ratification Instructional Time: 1 block (90 minutes) PART I: CONTEXT 1. Essential Learning: War has long-lasting consequences. Peace is not easily brokered. Individuals differ in their world view. 2. Virginia Standards of Learning (SOL) The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 by b) Evaluating the national debate over treaty ratification and the League of Nations 3. Fairfax County Program of Studies Benchmark 9.2: The student analyzes and examines the significance of World War I. C. Evaluate the national debate over treaty ratification and US participation in the League of Nations D. Identify the consequences of the Treaty of Versailles (United States Senate does not ratify) 4. National History Standard: Historical analysis and interpretation- including the ability to compare and contrast different experiences, beliefs, motives, traditions, hopes, and fears of people from various groups and backgrounds, and at various times in the past and present; to analyze how these different motives, interests, beliefs, hopes, and fears influenced people’s behaviors; to compare the different perspectives included in different stories about historical people and events; to compare historical fiction and documentary sources about a particular era or event; and to analyze the historical accuracy of fictional accounts. 5. Learning Strategy Objectives Cooperate- The students will work together in groups to analyze the political cartoons, and each student will have a specific role in the process, Use Imagery- The students will imagine the images found in the political cartoons to learn the United States reaction to the Versailles Treaty and the League of Nations Make Inferences-The students will make inferences about the United States reaction to the Versailles Treaty and the League of Nations by examining the political cartoons, Make Predictions- At the end of the lesson students will be asked to make predictions concerning the impact on the United States decision to reject the treaty. 6. Connection to TAH grant: Pedagogy: Using primary resources (political cartoons) to teach historical events. Use of Internet for historical research. Use of quotations to encourage examination of a historical event. PART II: Assessment Informal: Teacher monitoring of cooperate groups Journal Entry/Exit ticket Class participation/discussion Formal: Student written responses to the interpretation of the political cartoons Instructional Strategies 1. Have students briefly summarize the main points of the Versailles Treaty as a review of the previous lesson. Explain that Wilson now must have the United States Senate approve this treaty in order for the United States to participate in the League of Nations. 2. Provide a little bit of background to aid students with the political cartoon analysis. Briefly review/discuss the following with the class: Process of ratifying a treaty (Senate must approve) What influences Senator’s votes? (public opinion, party affiliation) What would be some reasons to ratify the treaty? (have class share opinions) What would be some reasons to be against the treaty? (have class share opinions) 3. Break class into groups of four. You can decide if you want to give all of the groups the same cartoon or different cartoons (Several examples with the website have been included in the attachments labeled Political Cartoons. You can select which cartoons would be appropriate for you class.) to examine. Give each student a political cartoon and the Political Cartoon Analysis Worksheet (Student Handout#1). 4. Have the students decide on which of the following roles they will accept in order to finish the assignment. Examiners (2): These students will examine the cartoon and point out words, symbols, cartoon caption/title, people, or objects seen in the cartoon. Researcher (1): This student will use his/her textbook, Internet etc. to look up any word, person, phrase, that may be unfamiliar to the group. Presenter (1): This student will be responsible for presenting the interpretation of the cartoon to the class. 5. All students are responsible for recording the result of the group’s discussion on each of their Political Cartoon Analysis Worksheet. 6. Have the presenter from each group explain the message of his/her group’s cartoon. While the presenter is doing this have a transparency projected of the cartoon so the class can view the cartoon while the presenter is discussing it. 7. After the groups have presented their work, have the class vote on whether to ratify the treaty or not. Then inform the class that the United States Senate did not ratify the treaty. 8. Either as an exit ticket or journal assignment have students answer the following questions: What will be the impact of the United States decision to not join the League of Nations? Define the word inseminate Consider this quote: “This war has not ended war, and no war can end war, because war does not inseminate the spirit of peace, but the spirit of revenge.” British writer Walter L. George, 1919 Predict what will be some of the consequences of World War I. Materials/Resources to be used: Overhead machine Transparencies of selected political cartoons Copies of selected political cartoons (see attachments) Political Cartoon Analysis Worksheet ( NARA analysis worksheet) Access to Internet/Textbook for reference Differentiation: Gifted and Talented The students can create a political cartoon that presents an opposite or differing viewpoint than the political cartoon they were assigned. Special Education Consider groupings of students-pair different strengths together. ESOL Select cartoons that are straightforward and contain more images/symbols than words/phrases. Note to teacher: All students often find cartoon symbols difficult to interpret so they may need clues or additional help while they are working on interpreting them. Attachments: see following pages POLITICAL CARTOON SELECTIONS HOMEPAGE where cartoons were found: http://history.acusd.edu/gen/text/versaillestreaty/vercontents.html The following are thumbnail views of the cartoons. If you go to the website listed above, or the specific website listed under each picture, you will be able to access a larger, clearer copy of the cartoon. http://history.acusd.edu/gen/WW1Pics/81479.GIF http://history.acusd.edu/gen/WW2Pics/81481.GIF http://history.acusd.edu/gen/WW1Pics/81578.jpg http://history.acusd.edu/gen/WW1Pics/81579.jpg http://history.acusd.edu/gen/WW2Pics/81485.GIF http://history.acusd.edu/gen/WW2Pics/81486.GIF www.archives.gov September 28, 2004 Cartoon Analysis Worksheet Level 1 Visuals 1. List the objects or people you see in the cartoon. Words (not all cartoons include words) 1. Identify the cartoon caption and/or title. 2. Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. 3. Record any important dates or numbers that appear in the cartoon. Level 2 Visuals Words 2. Which of the objects on your list 4. Which words or phrases in the are symbols? cartoon appear to be the most 3. What do you think each symbol significant? Why do you think means? so? 5. List adjectives that describe the emotions portrayed in the cartoon. Level 3 A. Describe the action taking place in the cartoon. B. Explain how the words in the cartoon clarify the symbols. C. Explain the message of the cartoon. D. What special interest groups would agree/disagree with the cartoon's message? Why? Page URL: http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/cartoon.html EXIT TICKET Respond to the following questions and hand your paper to me before you exit the classroom! What will be the impact of the United States’ decision to not join the League of Nations? Consider this quote: “This war has not ended war, and no war can end war, because war does not inseminate the spirit of peace, but the spirit of revenge.” British writer Walter L. George, 1919 Predict what will be some of the consequences of World War I. Annotated Bibliography Books Bragdon, Henry W., Samuel P. McCutchen, Donald A. Ritchie; History of a Free Nation; Gelncoe/McGraw Hill; 1998 This book is the textbook we use in most Fairfax County Public Schools for US and Virginia History instruction. This is helpful for background knowledge and understanding of the key points discussed in this lesson plans. While examining the political cartoons, the students may use the text as a reference for unfamiliar symbols, words, people’s names etc. Internet Sites: http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/cartoon.html This is the specific link to the political cartoon analysis worksheet that was included in the lesson plan. http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html The website has many document analysis worksheets that were designed and developed by the Education Staff of the National Archives and Records Administration. There are worksheets designed for written documents, photographs, cartoons, posters, maps, artifacts, sound recordings, and motion picture. A wonderful resource if you use primary resources. http://history.acusd.edu/gen/text/versaillestreaty/vercontents.html This website contains a copy of the entire Versailles Treaty, and maps, charts, photographs, and cartoons that reference the treaty. The website also contains links to additional World War I websites. This website was used to gather the examples of political cartoons that could be used with this lesson plan.