SECTION
Section
4
Step-by-Step Instruction
Peace and Justice
“
What we demand in this war . . . is that the world
be made fit and safe to live in; and particularly that
it be made safe for every peace-loving nation which,
like our own, wishes to live its own life, determine its
own institutions, be assured of justice. . . .
Review and Preview
”
In the previous section, students learned
about the end of World War I. In this
section, students will read more about
the debates for creating a lasting peace
after the war.
—President Woodrow Wilson, addressing
Congress about his Fourteen Points, 1918
!
Cartoon showing President
Wilson’s peace efforts
Shaping the Peace
Objectives
• Examine Woodrow Wilson’s plan for a lasting
and just peace.
• Understand how the Treaty of Versailles
punished Germany.
• Explain why many Americans opposed
membership in the League of Nations.
Reading Skill
Connect Main Ideas to Current Events
Events and ideas from history often connect to
events and issues of importance today. Finding
these connections will bring history to life for you,
as well as increase your understanding of current
events. Look for these connections as you read this
section.
Key Terms and People
self-determination
reparations
Henry Cabot Lodge
deport
Why It Matters After the end of the war, the struggle began
to determine the shape of the peace. Wilson’s ideas for the
postwar sparked a spirited debate. The outcome of this debate
would affect America and the world for years to come.
Section Focus Question: How did the Treaty of Versailles
and the League of Nations disappoint President Wilson?
The Fourteen Points
Even before the war ended, President Wilson had presented
his peace plan, known as the Fourteen Points, to Congress. He
framed his plan in idealistic terms, saying he hoped to prevent
future wars.
The first five points dealt with the factors that had led to the
war. Wilson wanted to eliminate secret international agreements. He called for freedom of the seas, free trade among
nations, and a sharp reduction in the world’s military forces.
He also favored settlement of colonial claims, balancing the
interests of native populations and colonizing powers.
Points 6 through 13 dealt with specific territorial issues
arising from the war. One of these issues involved self-rule
for national minority groups in Austria-Hungary and the
Ottoman Empire. Later, Wilson turned this point into a call
for self-determination. Self-determination is the right of a
group to decide its own form of government. Wilson knew
that one of the causes of World War I was the struggle of
Bosnians, Serbs, and other peoples to rule themselves.
For Wilson, Point 14 was the most important. It called
for setting up an international organization, or association of
nations, to guarantee world peace. Underlying his plan,
Wilson said, was “the principle of justice to all peoples and
nationalities . . . whether they be strong or weak.”
What was the goal of the Fourteen Points?
Section Focus Question
How did the Treaty of Versailles
and the League of Nations disappoint President Wilson?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: The Treaty of Versailles
harshly punished Germany; the U. S. Senate
refused to ratify the treaty through which the
United States would join the League of
Nations. Neither plan helped Wilson achieve
the goals of his Fourteen Points.)
Prepare to Read
Build Background
Knowledge
Set a Purpose
■
Section 4 Shaping the Peace 723
■
Definition and Sample Sentence
clause, p. 724
n. part of a law, treaty, or other written agreement
Different clauses of the Constitution describe the three branches of
government.
dissolve, p. 725
v. to break up into smaller parts
After the attack on Fort Sumter, the Union dissolved into two parts.
L2
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements True or False.
Teaching Resources, Unit 7,
Reading Readiness Guide, p. 45
Use the information below to teach students this section’s high-use words.
High-Use Word
L2
Ask students to recall what they learned at
the end of Section 3 about the costs of
World War I. Ask: How did the war affect
Europe? (A generation of young men was
killed, civilians were killed and displaced, and
many children were orphaned.) Ask students
to predict what they will learn about the
peace negotiations after the war. Use the
Numbered Heads strategy (TE, p. T24) to
elicit responses.
Have students discuss the statements in
pairs or groups of four, then mark the
worksheets again. Use the Numbered
Heads participation strategy (TE, p. T24)
to call on students to share their group’s
perspectives. The students will return to
these worksheets later.
Answer
to prevent future wars
Chapter 21 Section 4 723
Peace Conference in Paris
Teach
The victorious powers organized a peace conference in Paris.
Although American Presidents had seldom gone abroad, Wilson
decided that he himself would lead the American delegation.
The Fourteen Points had thrilled Europe’s war-weary population. Two million people turned out to cheer Wilson when he arrived
in Paris in January 1919. One newspaper likened him to Moses.
The Fourteen Points
Peace Conference in
Paris
The Big Four At the conference, major decisions were made by
pp. 723–724
Instruction
■
the “Big Four.” They were Wilson and the prime ministers of the
three top European Allies: Georges Clemenceau of France, David
Lloyd George of Britain, and Vittorio Orlando of Italy.
The other Allies did not share Wilson’s idealistic goal of “peace
without victory.” They were determined to punish Germany and to
ensure that Germany would not threaten its neighbors again. Also,
during the war, several Allies had signed secret treaties for dividing
up the territories and colonies of the Central powers.
L2
Vocabulary Builder Before teaching
this lesson, preteach the High-Use
Words clause and dissolve using the
strategy on TE p. T21.
Key Terms Have students complete the
See It–Remember It chart for the Key
Terms in this chapter.
■
■
■
Read The Fourteen Points and Peace
Conference in Paris with students using
the Idea Wave strategy (TE, p. T24).
Ask: Why was Point 14 the most important to President Wilson? (It called for the
establishment of an international organization to guarantee world peace.)
The Treaty of Versailles After difficult negotiations, the Allies
Vocabulary Builder
clause (klawz) n. part of a law,
treaty, or other written
agreement
Lloyd George, Clemenceau, and
Wilson (left to right) at the
peace talks
Show the transparency The League of
Nations.
Color Transparencies, The League of Nations
■
Ask: Why did Wilson agree to the harsh
terms of the Treaty of Versailles? (Possible answer: Even though he disagreed with
parts of the treaty, Wilson accepted the
treaty because it called for the creation of the
League of Nations, which Wilson strongly
supported.)
came to an agreement. The Treaty of Versailles (ver Sì) dealt severely
with Germany. Various clauses took away territory on Germany’s
borders and stripped Germany of colonies. The treaty forced
Germany to accept full responsibility for the war and to pay the
Allies huge reparations, or payments to cover war damages. It also
placed limits on the size and nature of Germany’s military.
Wilson disagreed with these harsh demands.
However, he had agreed in order to win his cherished peacekeeping organization. The Treaty of
Versailles also called for the creation of an international organization to be called the League of
Nations. It would provide a place for countries to
meet, settle disputes peacefully, and punish any
nation that broke the peace.
On June 28, 1919, German delegates reluctantly
signed the treaty. However, German anger at the
Treaty of Versailles would later set the stage for
another world war.
Other Treaties Negotiators arranged separate
treaties with the other Central powers. The treaties
applied the principle of self-determination to the
peoples of Eastern Europe.
Some changes had already taken place.
Austria-Hungary had collapsed. From its ruins
arose the separate states of Austria, Hungary, and
Czechoslovakia. In addition, the Serbs of Serbia
had joined with other Balkan peoples to form
Yugoslavia. Poland had declared independence.
The peace treaties recognized all these changes,
making adjustments to the new borders.
Independent Practice
Have students begin to fill in the Study
Guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 21,
Section 4 (Adapted Version also available.)
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand the importance of the peace
conference in Paris. If students do not seem
to have a good understanding, have them
reread the section. Provide assistance as
needed.
724 Chapter 21
724 Chapter 21 World War I
Differentiated Instruction
L1 Less Proficient Readers
L1 Special Needs
Comprehension Aids Before reading the
section, have students look through the
section and list each heading to create an
outline. As they read, have students jot
down important words, concepts, or people they want to remember or questions
they may have about the content under
each heading. Check with students to see
what questions they have. Encourage them
to try to answer them on their own, or with
each other, before asking for help from
you.
Battle Over the League
Europe After World War I
0 km
In 1918, the Treaty of BrestLitovsk transferred large tracts
of Russian territory to
Germany. The following year,
the peace treaties ending
World War I further redrew
the map of Europe.
500
0 miles
500
60˚N Lambert Azimuthal Equal-Area Projection
ATLANTIC
OCEAN
FINLAND
NORWAY
N
SWEDEN
a
ESTONIA
ic
Se
North
Sea
DENMARK
IRELAND
Ba
lt
LATVIA
E
W
S
LITHUANIA
GER.
GREAT
BRITAIN
RUSSIA
NETH.
50˚N
GERMANY
BELG.
CZ
LUX.
FRANCE
SWITZ.
EC
POLAND
HO
AUSTRIA
SLOV
(a) Interpret a Map Which
nations lost territory as a
result of World War I?
(b) Compare Compare this
map to the map in
Section 1. Identify one
nation that disappeared
completely. What country
did it become part of?
p. 725
Instruction
Have students read Battle Over the
League. Remind students to answer the
reading Checkpoint question.
■
Discuss the debate in the United States
over the League of Nations. Ask: How
did Wilson try to persuade Americans
to accept the League of Nations? (He
went out on a nationwide tour of speeches to
gain support for the proposal.)
■
Ask: Why do you think the absence of
the United States diminished the effectiveness of the League of Nations? (The
United States was a major world power with
interests around the world. Without the
United States as a member, the League of
Nations did not have as much influence.)
■
In order to help students better understand the failure of the League of
Nations, assign the worksheet The
League of Nations, and discuss the reasons that Wilson’s goal for the League of
Nations was not realized.
A KI A
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HUNGARY
ROMANIA
ITALY
YUGOSLAVIA
SPAIN
BULGARIA
0˚
40˚N
ALB.
KEY
TURKEY
GREECE
Territories lost by:
Austria-Hungary
Bulgaria
10˚E
However, the peacemakers at Paris did not apply the principle of
self-determination to non-Europeans. Britain and France divided
Germany’s African colonies, as well as the Middle Eastern lands of the
Ottoman Empire. The Ottoman Empire itself was dissolved, replaced
by the new republic of Turkey. Many people living in Europe’s African
and Asian colonies felt betrayed by the peace settlements.
40˚E
Mediterranean Sea
30˚E
Russia
20˚E
Germany
Vocabulary Builder
dissolve (dih ZAHLV) v. to break up
into smaller parts
L2
■
Teaching Resources, Unit 7, The
League of Nations, p. 49
Independent Practice
Have students continue to fill in the Study
Guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 21,
Section 4 (Adapted Version also available.)
How did the Treaty of Versailles punish Germany?
Battle Over the League
Monitor Progress
Returning to the United States, Wilson urged the Senate to ratify
the Treaty of Versailles. Wilson forcefully backed the treaty’s most
controversial element, the League of Nations. The United States, he
declared, must accept its “destiny” to lead the world on a new path.
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand the debate in the United States
over whether to join the League of
Nations. If students do not seem to have a
good understanding, have them reread the
section. Provide assistance as needed.
Lodge Opposes Many Senators opposed the treaty. Leading the
opposition was Henry Cabot Lodge, a powerful Republican from
Massachusetts. Lodge’s chief objection was to the proposal that the
United States join the League of Nations.
Section 4 Shaping the Peace 725
History Background
Henry Cabot Lodge In 1876, Henry Cabot
Lodge received the first Ph.D. in political
science ever awarded by Harvard University. Lodge represented the state of Massachusetts in the United States Senate for
more than 30 years. His strategy for opposing the League of Nations was twofold:
delay the issue long enough for enthusi-
asm to die down, and introduce amendments that would require Congressional
approval for the treaty. The 1920 presidential election, won convincingly by Republican Warren G. Harding, was viewed by
many as an endorsement by the American
public of Lodge’s position.
Answers
(a) Germany, Austria-Hungary, Russia, Bulgaria (b) Ottoman Empire;
Turkey
The treaty forced Germany
to pay reparations, give up its colonies,
and placed limits on Germany’s military.
Chapter 21 Section 4 725
Postwar Troubles
America Rejects the League of Nations
p. 727
Instruction
■
L2
Have students read Postwar Troubles.
Remind students to answer the Section
Focus Question.
■
Ask: What was the cause of increased
labor unrest in the early 1920s? (Unemployment increased when soldiers came
home seeking jobs.)
■
Ask: How did events in Russia affect
the United States? (Lenin’s call for a
worldwide revolution of workers created
fears that Communists were behind labor
unrest.)
Independent Practice
Have students complete the Study Guide
for this section.
Monitor Progress
■
■
■
U.S. participation is key
to building the
League of Nations.
The keystone
is not in place.
In 1919, the United States Senate voted to reject the Treaty of Versailles and keep the
United States out of the League of Nations. This cartoon presents one reaction to the
Senate’s decision.
(a) Interpret Cartoons What does the gap in the bridge represent?
(b) Detect Points of View How do you think this cartoonist may have felt about
the Senate’s decision? What does he convey is likely to happen as a result?
As students complete the Notetaking
Study Guide, circulate to make sure students understand the troubles the
United States faced after World War I.
Lodge argued that membership in the League would restrict the
right of the United States to act independently in its own interest:
States is the world’s best hope, but if you [chain]
“herTheinUnited
the interests and quarrels of other nations, if you
Tell students to fill in the last column of
the Reading Readiness Guide. Probe for
what they learned that confirms or
invalidates each statement.
tangle her in the intrigues of Europe, you will destroy her
power for good and endanger her very existence.
”
—Henry Cabot Lodge, speech, August 1919
Have students go back to their Word
Knowledge Rating Form. Rerate their
word knowledge and complete the last
column with an example.
Lodge asked for major changes that would reduce the United States
ties to the League. But Wilson refused to compromise.
Wilson’s Last Battle In early September, Wilson set out on a
Teaching Resources, Unit 7,
Reading Readiness Guide, p. 45; Word
Knowledge Rating Form, p. 41
Answers
Reading Political Cartoons (a) The gap in
the bridge represents the absence of the
United States, which is represented by the
keystone, or most important piece, of the
bridge. (b) Possible response: The United
States prefers to sit back on its own and is
shirking its responsibilities. The cartoonist
shows the weak link in the bridge, which
will probably cause its collapse.
Reading Skill Student responses
should contrast the lack of U.S. involvement in the League of Nations to the leadership role of the United States in the
world today.
Lodge believed that the
League of Nations would restrict the ability of the United States to act in it best
interests.
726 Chapter 21
Connect Main Ideas
to Current Events
Connect the role of the
United States in the League of
Nations with the role of the
United States in world affairs
today.
nationwide tour to stir public support for his position. Traveling
8,000 miles by train in three weeks, he gave 40 speeches.
On October 2, Wilson suffered a massive stroke that paralyzed
his left side. His wife and his physician kept secret the severity of his
illness. From his White House sickbed, Wilson continued to reject all
compromise on the treaty.
In November 1919, the Senate voted to reject the treaty. The
absence of the United States crippled the League’s ability to stem the
crises that shook the world in the 1930s.
Why did Lodge oppose the League of Nations?
726 Chapter 21 World War I
Differentiated Instruction
L3 Advanced Readers
L3 Gifted and Talented
Debating Tell students to suppose that
they are members of Congress who are
debating whether the United States should
join the League of Nations. Arrange students into two groups. One group should
argue for the passing of the act and the
other should argue against it. Have groups
develop evidence for their position on the
issue using the library or Internet
resources. Ask students to hold the debate
for the class.
Postwar Troubles
Assess and Reteach
The United States did not easily adjust to the return of peace. The
postwar years brought a variety of troubles.
Assess Progress
Influenza
Epidemic Toward the end of the war, troop
movements contributed to a worldwide influenza epidemic. In the
United States alone, the disease took more than 500,000 lives in 1918
and 1919. Worldwide, the epidemic killed more people than had
died in four years of war.
Teaching Resources, Unit 7,
Section Quiz, p. 55
Labor Unrest During the war, unions and businesses had
To further assess Student Understanding,
use the Progress Monitoring Transparency.
cooperated to meet production goals. But peacetime brought high
unemployment, as soldiers came home to seek jobs. With prices
rising, unions’ demands for higher wages met stiff resistance from
management. In 1919, four million laborers—20 percent of the
American industrial work force—went on strike.
Progress Monitoring Transparencies,
Chapter 21, Section 4
Red Scare Many Americans feared that Communists, or “Reds,”
Reteach
were behind the labor unrest. After all, in Russia, Lenin had called
for a worldwide workers’ revolution. From 1919 into 1920 a “Red
Scare,” or fear of Communist revolution, gripped the nation.
Attorney General A. Mitchell Palmer ordered immigrants
suspected of radical views to be rounded up and deported, or
returned to their home countries. These Palmer Raids reached their
height on January 2, 1920, when authorities arrested more than
4,000 people in 33 cities. But public opinion soon turned against
Palmer. In time, the panic cooled.
This policeman is wearing a mask
to avoid catching influenza.
Looking Back and Ahead After World War I, many
Americans longed for a return to peace and prosperity. In the next
chapter, you will see how these goals were met in the 1920s.
Check Your Progress
Comprehension
and Critical Thinking
Reading Skill
3. Connect Main Ideas to Current
Events Reread the text under
1. (a) Describe What were Woodthe heading “Battle Over the
row Wilson’s goals for peace?
League.” Connect Wilson’s
(b) Evaluate Information How
actions to those of current politiwell did the Treaty of Versailles
cal leaders when seeking support
meet Wilson’s goals?
for their policies.
2. (a) Recall Why did Wilson refuse
to compromise with critics of the Key Terms
League of Nations?
Answer the following questions in
(b) Support a Point of View
complete sentences that show your
Do you think Wilson was right?
understanding of the key terms.
Why or why not?
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4. What was the principle behind
the idea of self-determination?
5. What happened to immigrants
who were deported?
6. What did the reparations clause
require Germany to do?
Writing
7. Write the opening paragraph to
an essay taking a stand about
whether or not Congress should
have ratified the Treaty of Versailles. End the paragraph with a
thesis statement expressing your
main idea.
Section 4 Shaping the Peace 727
Section
4 Check Your Progress
1. (a) He issued his Fourteen Points to
address the causes of World War I and
try to prevent future wars.
(b) It met his main goal, creating the
League of Nations.
2. (a) He believed that the changes they
wanted would have destroyed the
intent of the League of Nations.
(b) Answers will vary, but should be
supported by relevant facts.
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
What problems affected the postwar United States?
Section 4
L2
Have students complete Check Your
Progress. Administer the Section Quiz.
3. Answers will vary, but should recog-
nize that politicians today sometimes
tour the country to gain support for
their proposals. Today, they also use
media that were unavailable to Wilson,
such as television and the Internet.
4. Students may say that the principle
behind the idea of self-determination is
that people who are free to govern
themselves may be less likely to seek
war.
Extend
L3
Have students work in pairs to research
the impact of the influenza epidemic. Ask
them to write an essay explaining the epidemic’s effects in the United States and the
world, and to describe efforts to combat it.
Have several students share their work
with the class. Provide students with the
Web Code below.
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activity
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Progress Monitoring Online
Students may check their comprehension of this section by completing the
Progress Monitoring Online graphic
organizer and self-quiz.
Answers
an influenza epidemic, labor
unrest, and fear of Communists
5. Immigrants who were deported were
sent back to the countries from which
they came.
6. The reparations clause required Germa-
ny to make payments to the Allies for
the costs of the war.
7. Students’ paragraphs should clearly
state a position that Congress may have
taken about ratifying the Treaty of Versailles. The paragraphs should end with
a thesis statement expressing the main
idea.
Chapter 21 Section 4 727