 Consider a time in your life when you were unfairly disciplined for something you did.  This should be something you feel comfortable sharing…not time to confess all!

 What did you do?  What was the punishment?  Who punished you?  How did you respond?  How did you wish to respond?  Did you feel you had been unjustly punished? Why?

 You will be reading excerpts of a speech by someone who feels he has been unjustly punished.  Read the speech looking for context clues to try and discover the author of the speech (DON’T say if you know!)

 Refer to this handout and follow the steps/questions to deconstruct the speech.  You can write on the speech…  Underline words or phrases that lead you to the identity of the author.

 WHO WROTE THE SPEECH?  What context clues (what did you underline) that led you to this conclusion?

 An angry Adolf Hitler wrote the speech 4 years after the Treaty of Versailles was signed.  According to the speech, was this a peace treaty or a treaty of betrayal?

 Who were the “winners” and “losers” of WWI?  What events do you think influenced Hitler?  How does he sway his audience to his way of thinking?  What words or phrases are meant to stir up or inflame his audience?  What is the significance of the speech and content?  What was the cause of the anger in the speech? How did this happen?

 Over the course of the next week, we will analyze and evaluate several documents.  The GOAL: To write a 5 paragraph essay!  Go ahead…you can say it…”Yayyyy!”

 Evaluate the Treaty of Versailles from the perspective of the United States, one other Allied power (Great Britain or France), and Germany. Be certain to include the national aims and actual outcomes for each country, and the impact of Wilson’s Fourteen Points in your answer. “Ahhhhhhh!!! “NOOOO!” What are you doing to us Mr. Geller!!!” What are you doing to us Mr. Geller!!!”

 You will be READY to write after we break it all down…  Swear…  Really, I swear…  No, really, I swear I will help you write this essay!

 In groups of 2 or 3…  Turn to Documents 2, 3 & 4  Complete the MILITARY WOUNDED section of Student Handout 2

 Which country paid the greatest price?  What might that country seek in a treaty? (Answer this question for each nation)

 How might the “Costs of War” and “Important Facts” information explain Germany’s anger in the opening speech you read today?  What can you infer about potential challenges to the peace process?

 On the bottom of the SPEECH…  Respond to the following question:  “Based on the documents you have examined today, what THREE things do you think the Allies and their leaders might seek in a peace treaty?

 Complete Student Handout 3 “Anticipatory Set” questions  We will review this in class tomorrow and throughout our essay process.

 Repeat this pledge after me:  I, excellent student in Mr. Geller’s amazing World History class,  Promise to Keep absolutely everything he gives me in preparation for this essay, and  COMPLETE everything he gives me in preparation for this essay, because  IT WILL BE GRADED AS A SEPARATE ASSIGNMENT!

 Check out the HIGHLIGHTED part of the prompt:  Evaluate the Treaty of Versailles from the perspective of the United States, one other Allied power (Great Britain or France), and Germany. Be certain to include the national aims and actual outcomes for each country, and the impact of Wilson’s Fourteen Points in your answer.

 Get out Student Handout 3…the Anticipatory Set questions you answers yesterday…  Be ready to respond to a few of the questions as I read them…  The purpose of the Anticipatory Set is to draw conclusions about what you have learned so far, and remember…we will revisit these later to see if you still hold on to your original conclusions (keep this paper!)

 Is there a difference between an armistice and a surrender?  Armistice: an agreement to stop fighting, usually for a short time  Surrender: the act of saying officially that you want to stop fighting because you realize you cannot win

 Let’s review the key terms  Many of these terms will be used in the primary and secondary sources you will be using throughout the essay prep process

 What is the difference between a Primary Source and a Secondary Source?  You will need the following handouts for this activity:  Document 7  Document 8  Student Handout 5

 Read Document 7 (Wilson’s Fourteen Points)  Complete the word bank activity and fill in the section of Student Handout 5 on Wilson’s Fourteen Points.  You can do this with a partner.

 Let’s check your answers  Which of the Fourteen Points (identify as many as possible) might have influenced Germany to accept the armistice?  Highlight or underline these points on the document

 Read Document 8 and complete the word bank activity…fill in the section of Student Handout 5 on the Armistice.  Again…you can do this with a partner

 Which parts of the armistice reflect Wilsons Fourteen Points?  How do Wilson’s Fourteen Points go beyond the armistice?  Why do you think Germany agreed to the armistice?  Highlight evidence in the armistice which reflect the Fourteen Points

 Let’s read the background and first paragraph of Document 9  In groups of 3:  Divide the remaining paragraphs among your group and read for the AIMS (Goals) and INTERESTS of the United States, Britain, and France.  As a group, complete Student Handout 6 filling in the main points from the background reading

 What did each country want? (Remember…what were the AIMS (Goals) and INTERESTS of the United States, Britain, and France.  Take a look back at Document 7:  How do the Fourteen Points fit into the aims and interests of the Allied Powers?

 Complete any work you did not complete in class today!