The following will be completed by the students to assess knowledge:

• Class discussion to evaluate opening quote
• Evaluate students’ selection of terms posted on the board (victim, aggressor, idealist) to describe their assigned country
• Examine students’ answers to questions concerning primary resources (casualty list and before and after photographs)
• Assess students’ ability to make an inference based on the list of demands they create
• Assess students’ ability to make connections past and present events through discussion of Fourteen Points or Connection Activity (see differentiation)
• Assess students’ ability to make predictions through class discussion of France’s reaction to the Fourteen Points
• Assess students’ knowledge of the acceptance/rejection of Wilson’s Fourteen Points through written response to closing questions. These questions are designed to assess students’ ability to see the larger picture.

This lesson follows a lesson on the end of World War One. Teacher will activate prior knowledge: Which alliance won World War I?

1. Place Wilson’s quote (handout #1) on the projector and have the students read it to themselves.
   • Point out date of quote and compare this date to the end date of war.
   • Discuss what is meant by a victor’s peace?
   • Discuss what a peace between equals mean?
   • Does a peace between equals sound idealistic or realistic?
2. If larger class, break up into three groups representing Germany, France, and the United States. If smaller class, have students pick country out of a hat and work individually.
3. Write on the board, VICTIM, AGGRESSOR, IDEALIST. Ask each group or individual which word represents their country. As a teacher, depending on the skill level of your students, decide how much direction is needed to help students understand how each country viewed itself and each other. (Ex. Did Germany view itself as an aggressor; did Wilson think he was idealist etc.?)
4. Distribute Handout #2a, b, and c which include causality chart and photographs. Also distribute Student Assessment Sheet #1. Instruct students to examine the packet and answer the accompanying questions. Teacher should reiterate that the students should answer the questions from the perspective of their country. Students will be informed that they will share their lists of demands from the student assessment sheet #1. Teacher should circulate around the room to answer questions and give guidance to students.
5. Have a representative from each group share their country’s demands. Inform the group representing Germany that they will not be allowed to participate in the “secret meetings” of the peace treaty. Also inform Germany that their country agreed to surrender after reading Wilson’s Fourteen Points, hoping that they would be accepted by the other countries. Inform France (incorporating student response) that they suffered the most territorial destruction and border Germany. France feared Germany because the infrastructure was intact, thus allowing them to be aggressors again in the future. France will be bringing demands for territory, reparations, and a demilitarized Germany. Inform the United States, represented by Wilson, will bring the Fourteen Points to the meeting.
6. Tell students to break out of the groups, and abandon their assigned country roles. Use handout that summarizes the main ideas of the Points to accommodate for the many reading comprehension levels that exist in most classroom. (see handout # 3 )
7. Read the summary of the points together with your students. Ask students to make connections between each statement and causes of and occurrences in World War I. (do through discussion or connection activity-see differentiation)
   • end secret diplomacy--discussion should lead students to realize that Wilson hoped to avoid the kind of secret alliances that lead to World War I.
   • freedom of the seas in peace and war--discussion should lead students to connect World War I use of U-boats on civilian and military ships. Wilson hoped to prevent further civilian causalities.
   • reduction of arms--connect to France’s territorial destruction and its need to rebuild its industrial infrastructure, and Germany’s lack of territorial destruction. Both countries should not be concentrating on rearming after the war.
   • Self-determination--connect to the imperialistic fervor prior to World War I. Wilson hoped to promote a country’s ability and right to determine its own form of government.
   • League of Nations--emphasize the importance Wilson placed on this ideal. He hoped to promote freedom and democracy with the creation of this multi-national organization, and to use this organization to help prevent further worldwide conflicts.
8. Have students recall what the demands of the “France” student group were? Remind them that Germany is not present at the treaty negotiations. Also remind students that Wilson does not carry the credibility he needs to get all of his 14 points accepted because the United States did not suffer the same territorial destruction and human loss that European nations did.
9. Ask the class to predict which country’s goals will dominate the treaty negotiation
10. Give students Handout # 4 that lists the summary of actual treaty negotiations in regards to Germany, France, and Wilson’s Fourteen Points. Discuss summary and then ask class to answer on their Student Assessment Sheet #1; “Is this a victor’s peace or a peace between equals?” What do you think will be the lasting results for Europe?

• Handout packets (see attachments)
• Photographs
• Chart
• Writing Utensils
• Student Assessment Sheet

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. The opening quote of our lesson came from this book.

Hakim, Joy; War, Peace, and All That Jazz 1918-1945; Oxford University Press; 2003
This is a good supporting text for lower level readers. This source, however, can also captivate the interest of just about any level of reader. We used this source to help summarize Wilson’s Fourteen Points

Internet Sites:

www.historymatter.gmu.edu
We used this site as a search engine which then gave us other websites which proved to be very helpful.

http://www.lib.byu.edu/~rdh/wwi/
This is a great resource for any World War I topic. It is rich with primary resources. We used it for the photographs found in this lesson.

http://www.spartacus.schoolnet.co.uk/FWWdeaths.htm
This website is also rich with primary source information. We used it to gather information regarding casualties for all countries who fought in World War I.

http://www.spartacus.schoolnet.co.uk/FWWversailles.htm
This website is the same as the one above, but we used it to in this instance to help summarize the results of the Versailles Treaty, particularly those having to do with Germany.

GT population: Read original Fourteen Points instead of summary
ESOL: Begin lesson with a Word Splash to go over unfamiliar words that are essential to understanding the lesson. (Examples: victim, aggressor, idealist, idealism, victor, quicksand, reparations, armaments, diplomacy, nations, territory, casualty, league)
SPECIAL EDUCATION: for visual learners and students with short-term memory deficits it may be helpful to post on the board strips of paper that list the summations of the Fourteen Points and strips of paper in a different color that list phrases that show connections to World War One.

Wilson Quote
Casualty Chart
Before and After Photos—Verdun: Cloister of the Hotel de la Princerie
Before and After Photos—Village of Esnes
Summary of Wilson's Fourteen Points
Summary of Versailles Treaty
In Class Group Assignment
Closing Thoughts/Exit Card