2.  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!

3.  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?

4.  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!)

5.  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.

6.  WHO WROTE THE SPEECH?  What context clues (what you underlined) led you to this conclusion?

7.  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?

8.  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?

9.  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!”

10.  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!!!”

11.  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!

12.  Look at Student Handout 10  AND…the Rubric Essay (on back of SOAPS+S)

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

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

15.  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?

16.  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?

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

18.  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!

20.  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.

21.  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!)

22.  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

23.  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

24.  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

25.  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.

26.  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

27.  Read Document 8 and complete the word bank activity…  Again…you can do this with a partner

28.  Finish Document 8  Use Document 7 to complete Student Handout 5 – only the first column titled “President Wilson’s Fourteen Points”

30.  Get out Document 8 – Let’s go over your answers to the Word Bank activity.  Use Document 8 to complete the second column of Student Handout 5 titled “Armistice”.

31.  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

32.  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.

33.  Read Document 9  “Background” and “The Big Three” ▪ As you read underline or make notes in the column that show the AIMS (Goals) and INTERESTS of the United States, Britain, and France. ▪ Then, complete Student Handout 6 – Column 1 “Aims and Interests (What did they want?)” and Column 2 “Reasons for Aims (Why?)”

34.  On the back of your Student Handout packet, write the following questions and respond in a few sentences:  “How do the aims and goals of the allied nations and their leaders reflect their attitudes about Germany?”  Think: How does what the Allies want show how they feel about Germany?

35.  Read Document 9  In the section titled: “The Main Terms of the Treaty of Versailles”  Be sure to read ALL sub-sections  Refer to Doc 5 & 6 (The Maps) when you read about territorial changes so you can get a visual.  Go back to Student Handout 5  Complete the last column “Treaty of Versailles”

36.  Re-Read Document 9  Same section: “The Main Terms of the Treaty of Versailles” and all sub-sections.  This time, use ONE UNDERLINE to mark the specific effects of the Treaty on GERMANY.  Use TWO UNDERLINES to mark the specific effects of the Treaty on the Allies.

38.  Review answers to Doc 7  Review answers to Doc 8  Review Student Handout 5  Review Student Handout 6  Questions??

39.  How were the terms of the Treaty different from the Fourteen Points? (look at your documents)  Why is the War Guilt Clause (Article 231) and Reparations (Article 232) so significant to the Treaty of Versailles?

40.  Get out Student Handout 7  These are the same Anticipatory Set questions you did for homework Monday…  Answer the questions again, this time follow the additional directions:  Answer yes or no  Circle the appropriate key terms that the question relates to  Circle the appropriate document(s)  Circle the appropriate effect

42.  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.

43.  Get out Student Handouts 2, 4, 5 and 6  Get out Student Handout 8  With a partner: Work through the Pre- Writing Graphic Organizer for the United States, one other Allied Nation (either Britain or France), and Germany.  Do NOT complete the EVIDENCE yet.

44.  Get out ALL DOCUMENTS  EVICENCE:  Find at least ONE quote from at least ONE document that you can use to support the evaluation of the Treaty from the point of view of each country.  Be sure to cite your quote (Doc. 1)

46.  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.

47.  Let’s review the tasks…what you need to accomplish with your essay.

48.  Get out Student Handout 9a  Let’s walk through how to complete it. Then you will use your docs/handouts to complete it on your own.  Here is a sample thesis:  “Although not the intent of President Woodrow Wilson, the Treaty of Versailles ultimately was designed to reward the Allied Nations and to punish Germany.”