Texas School for the Blind and Visually Impaired
Outreach Programs
www.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 Specialist
Region One Education Service Center
Office of School Improvement, Accountability & Compliance
vrainwater@esc1.net
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 presentation
http://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.
1
Figure 1 CSCOPE logo that reads" CSCOPE – Texas Education Service Center Curriculum Collaborative"
US History
Social Studies
Unit: 4
Lesson: 3
Duration: 4 days
The Treaty of Versailles © 2010, TESCCC 08/11/10 page 1 of 23
Lesson 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 States
joining the League of Nations
TEKS:
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
2
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
4
— 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/lessonplans/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 Versailles
Signed 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 Debate
President 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
8
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 DOCUMENT
Instructors 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

Show the Teacher Resource:
PhotoStory: Treaty of Versailles for this
lesson.
NOTE: 1 Day = 50 minutes
Suggested time: 1/3 Day
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.
9
EXPLORE 1

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/workshe
ets/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.
Suggested time: 1 2/3 Day
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

Distribute a political cartoon related to WWI and the
Treaty of Versailles. Possible cartoons can be found at:
o
Suggested time: ½
Day
MATERIALS:
 political cartoon for analysis
http://www.mtholyoke.edu/~bulin20e/classweb/purpos Web Resources
e.html
 http://www.mtholyoke.edu/~
bulin20e/classweb/purpose.
o http://www.articleii.org/extensions_chiefdiplomat.html
html
,
o http://digital.lib.uiowa.edu/cdm4/item_viewer.php?CIS
OROOT=/ding&CISOPTR=10919&CISOBOX=1&RE
C=7

http://www.articleii.org/exten
sions_chiefdiplomat.html

http://digital.lib.uiowa.edu/cd
m4/item_viewer.php?CISOR
OOT=/ding&CISOPTR=109
19&CISOBOX=1&REC=7

http://hti.osu.edu/opper/less
onplans/treaty-of-versailles
o http://digital.lib.uiowa.edu/cdm4/item_viewer.php?CIS
OROOT=/ding&CISOPTR=7685&CISOBOX=1&REC
=1
o http://hti.osu.edu/opper/lesson-plans/treaty-ofversailles

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.)
(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 MATERIALS:
the Red group. Students holding a black card will
 Deck of cards
be in the Black group.
 Handout: Support for the League
In groups, ask students to pair up with another
of Nations
student and become an expert on a point of view –
either For the League of Nations or Against the
 Handout: Opposed to the League
League of Nations.
of Nations
In the Red Groups- Student pairs explore primary
 Handout: League of Nations T
source documents supporting Woodrow Wilson’s
Chart (or students draw their own)
desire for the United States to join the League of
Nations.
Teacher Notes:
Distribute Handout: Support for the League of
During this part of the lesson, the teacher
Nations.
will monitor and circulate continuously,
Ask students to select 4 arguments that support the listening to discussions, asking probing
questions to ensure that students grasp
League of Nations. Then ask students to
the content and positions on each side of
summarize their arguments on the Handout:
the League of Nations. Teachers can
League of Nations T Chart (citing the document
clarify and add additional information to
used to formulate the arguments).
support student understanding.
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
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filling in the Handout: League of Nations T Chart so
that both sides are filled.
13
EXPLAIN 2

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.
ELABORATE

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.
EVALUATE
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
Suggested time: ½ Day
MATERIALS:
 Handout: Sum It Up
(This can be a formative assessment.)
Suggested time: ½ Day
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.
Suggested time: 1 Day
MATERIALS:
 Rubric: Editorial
14
15
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 CONFERENCE
The 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
 President of the
 Prime Minister of
United States of
 France
America
 Wanted revenge
 Wanted to end the
and to punish the
war by making a fair
Germans
peace treaty
 Wanted Germany
 Devised ‘Fourteen
to pay for the
Points’ plan
damage done
 Wanted selfduring the war
determination for
 Wanted to weaken
the peoples of
Germany so they
Eastern Europe
could never invade
France again
David Lloyd George
 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
Vittorio Orlando
 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
16
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.
17
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 Treaty
1. 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
Maps
Political 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
18
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&CISO
BOX=1&REC=7

http://hti.osu.edu/opper/lesson-plans/treaty-of-versailles
19
The Treaty of Versailles Matrix
What did the Treaty of Versailles mean for Germany and Europe?
Germany
Europe
Responsibility
Reparations
Changes in Political
Boundaries
Military
20
Peace in the Future
Support for the League of Nations
Document #1
Lawrence 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
Figure 2 from The Boston Post,
Thursday, March 20, 1919 front
page. Political cartoon of
Lawrence Lowell.
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…
21
…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 #3
Washington, 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.)
23
Opposed to the League of Nations (pp. 1 of 3)
Document #1
A 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 #3
A 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 twothirds vote, another case where it shall be unanimous, but in most cases it is not stated.
-
Senator Henry Cabot Lodge
Document #4
Go 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-CHART
Directions: 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.
A
The 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.
B
The 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.
C
Wilson'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
Strongly
Agree
Figure 3 Continuum Card reading "Strongly Agree"
28
Continuum Cards
Agree
Figure 4 Continuum Card reading "Agree"
29
Continuum Cards
Disagree
Figure 5 Continuum Card reading "Disagree"
30
Continuum Card
Strongly
Disagree
Figure 6 Continuum Card reading "Strongly Disagree"
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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
1
Content
The historical
content is
accurate, wellexplained, and
provides a context
for the writer’s
point of view in an
interesting way.
The historical
content is
accurate, wellexplained, and
provides a context
for the writer’s
point of view.
Most of the
historical content
is accurate, wellexplained, and
provides a context
for the writer’s
point of view.
Some of the
historical content
is accurate, wellexplained, 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.
32
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 Impaired
Outreach 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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