CSULB History Social Science Lesson Plan Template

Lesson Title:
Unit Central Historical
Question(s):

The Treaty of Versailles

How/why did WWI shatter the
innocence of the 19th century?

Subject / Course:
Grade:

WWI / Modern World History

10

Lesson Duration:

55 Minutes

Date: 10/23/14

Content Learning Objective (content and product):

After completing a warm-up activity, taking lecture notes, and creating their own
propaganda posters, students will be able to identify the terms of the Treaty of Versailles
and discuss how they influence the start of World War 2 with 95% accuracy.
Historical Thinking Learning Objective (thinking skill and product):

By analyzing the terms and lasting effects of the Treaty of Versailles, students will be able
to identify Cause & Consequence and Periodization by creating and analyzing studentmade propaganda posters representing Germany and the Big Three.
Historical Thinking Skill, California Content, and Common Core Standards Addressed:

Historical thinking skills: Cause and Consequence, Periodization

10.6.1. Analyze the aims and negotiating roles of world leaders, the terms and influence of
the Treaty of Versailles and Woodrow Wilsons Fourteen Points, and the causes and
effects of the United Statess rejection of the League of Nations on world politics.
Common Core Standard:
RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and
research.
Narrative Summary of Tasks / Actions:

1. Warmup: student reflect on their punishments and the consequences of being guilty
by association. (5 min)
2. Mini Lecture discussing the terms of the Treaty of Versailles with primary sources
from Germany and The Netherlands (15 min)
3. Think-Pair-Share inquiry activity: Students are divided in half into Germany and the
Big Three. Each German student is paired with a student representing a country
from the Big Three. Each student creates a propaganda poster reflecting their
countrys view on the terms of the Treaty, using their textbooks and/or lecture notes.
Students switch posters and analyze, writing a paragraph. (20 min)
4. Class discussion on the Treaty and reflection of what they learned. (9 minutes)
5. Closing remarks, homework announcement, etc. (5 minutes)
Materials / Equipment:

CSULB History Social Science Lesson Plan Template

1.Warm-up on PowerPoint using an overhead projector.

2.

Lecture using PowerPoint; students take notes in their notebooks.

3.

Students use plain white paper for their posters.

4.

Colored pencils for students posters.

5.

Textbooks

Inquiry-Based Lesson Plan for History-Social Science

1. Anticipatory Set

Time: 5 minutes

THINK:
Have you ever been punished for something you did not personally do, but you were
considered guilty by association?
What were your repercussions like?
How did it make you feel? Were you angry?
Why did you feel that your consequences were unnecessary or unfair?
What would you have done if you were the punisher and not the punished?
2. Central Historical Question for Lesson

Time:

What were the terms of the Treaty of Versailles and how did they serve as a cause to the
Second World War?
3. Teacher Input (delivery of historical context) Time: 15 minutes

CSULB History Social Science Lesson Plan Template

Lecture Notes:
The Treaty is signed: where, when, who.
The Treatys terms: German reparations, War Guilt Clause, formation of League of
Nations. Includes 2 minute video from History Channel
German Anger: Leader of the German Peace delegation Count von Brockdorff-Rantzaus
letter to Paris Peace Conference president Georges Clemenceau on the subject of the
peace terms, May 1919 (primary source).
German reaction: picture of protest outside of the Reichstag.
Dutch Disapproval: Dutch Algemeen Handelsblad Editorial on the Treaty of Versailles,
June 1919 (primary source).
Impact- Borders: map showing the differences between Europe before WW1 and after
WW1.
Impact- Losses: description of the soldiers lost by each country
Impact- Financial: explanation of financial impact on Germans. Article stating that
Germany finished paying reparations in 2010.
Inquiry task: students get together and analyze each others propaganda posters, writing a
paragraph as assessment.
Class discussion of the harsh terms the Treaty imposed and how they led to events of
WW2.
Students write in their class journals about what they learned in class and how it can apply
to daily life.

4. Student Activity and Investigation (w/

differentiation)

Time: 20 minutes

- The class will be split in half. Half of you will be assigned Germany while the other half
will be assigned U.S., Britain, or France (the Big Three).
- Create a propaganda poster (on a piece of paper) that reflects your countrys reaction to
the terms of the Treaty. How did a normal citizen feel?
- When finished, those working on German posters will switch with one of the Big Three.
There should be no pair with two posters of Big Three countries
- Write a paragraph describing the poster. What do you see? What sentiments are
conveyed? How does this reflect the terms of the Treaty of Versailles? This will be
turned in.
*Modifications can be made for students with special needs.

5. Lesson Assessment (w/ differentiation)

Time: 9 minutes

Students will participate in a class discussion and turn in their propaganda posters and
analysis at the end of the lesson.
*Modifications can be made for students with special needs. More time will be given when
necessary.

CSULB History Social Science Lesson Plan Template

6. Closure

Time: see Lesson Assessment

Class discussion on the terms of the Treaty and how it may have influenced World War 2.
Calling on students randomly.

7. Student Reflection (metacognition)

Time: 5 minutes

Students will write in their class journals what they learned about the terms and effects of
the Treaty of Versailles.