Shaping the Peace - Washougal Schools. 21 Sec. 4 Shaping the Peace.pdfSection 4 Shaping the Peace...

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Chapter 21 Section 4 723 Section 4 Step-by-Step Instruction Section Focus Question How did the Treaty of Versailles and the League of Nations disap- point 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 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. Set a Purpose 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 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. Use the information below to teach students this section’s high-use words. High-Use Word 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 L2 SECTION SECTION Section 4 Shaping the Peace 723 Shaping the Peace Key Terms and People self-determination reparations Henry Cabot Lodge deport 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.... —President Woodrow Wilson, addressing Congress about his Fourteen Points, 1918 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. Cartoon showing President Wilson’s peace efforts 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. 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 agree- ments. 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? Answer to prevent future wars 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.

Transcript of Shaping the Peace - Washougal Schools. 21 Sec. 4 Shaping the Peace.pdfSection 4 Shaping the Peace...

Chapter 21 Section 4 723

Section 4Step-by-Step Instruction

Section Focus QuestionHow did the Treaty of Versailles and the League of Nations disap-point 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 KnowledgeAsk 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.

Set a Purpose! 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

! 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.

Use the information below to teach students this section’s high-use words.

High-Use Word Definition and Sample Sentence

clause, p. 724 n. part of a law, treaty, or other written agreementDifferent clauses of the Constitution describe the three branches of government.

dissolve, p. 725 v. to break up into smaller partsAfter the attack on Fort Sumter, the Union dissolved into two parts.

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Section 4 Shaping the Peace 723

Shaping the Peace

Key Terms and Peopleself-determinationreparations

Henry Cabot Lodgedeport

Peace and Justice“What we demand in this war . . . is that the worldbe made fit and safe to live in; and particularly thatit be made safe for every peace-loving nation which,like our own, wishes to live its own life, determine itsown institutions, be assured of justice. . . .”

—President Woodrow Wilson, addressingCongress about his Fourteen Points, 1918

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.

! Cartoon showing President Wilson’s peace efforts

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 EventsEvents 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.

Section Focus Question: How did the Treaty of Versaillesand the League of Nations disappoint President Wilson?

The Fourteen PointsEven 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 agree-

ments. 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?

Answer

to prevent future wars

Review and PreviewIn 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.

Differentiated Instruction

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Teach

The Fourteen PointsPeace Conference in Parispp. 723–724

Instruction! 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 impor-tant to President Wilson? (It called for the establishment of an international organiza-tion to guarantee world peace.)

! 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? (Possi-ble 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.)

Independent PracticeHave 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.

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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 peo-ple 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.

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724 Chapter 21 World War I

Peace Conference in ParisThe 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 popula-

tion. Two million people turned out to cheer Wilson when he arrived

in Paris in January 1919. One newspaper likened him to Moses.

The Big Four At the conference, major decisions were made by

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.

The Treaty of Versailles After difficult negotiations, the Allies

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 cher-

ished peacekeeping organization. The Treaty of

Versailles also called for the creation of an interna-

tional 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.

Lloyd George, Clemenceau, and Wilson (left to right) at the peace talks

Vocabulary Builderclause (klawz) n. part of a law, treaty, or other written agreement

History Background

Chapter 21 Section 4 725

Battle Over the Leaguep. 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 effec-tiveness 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 under-stand the failure of the League of Nations, assign the worksheet The League of Nations, and discuss the rea-sons that Wilson’s goal for the League of Nations was not realized.

Teaching Resources, Unit 7, The League of Nations, p. 49

Independent PracticeHave 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.)

Monitor Progress

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.

Answers

(a) Germany, Austria-Hun-gary, Russia, Bulgaria (b) Ottoman Empire; Turkey

The treaty forced Germany

to pay reparations, give up its colonies, and placed limits on Germany’s military.

Henry Cabot Lodge In 1876, Henry Cabot Lodge received the first Ph.D. in political science ever awarded by Harvard Univer-sity. Lodge represented the state of Massa-chusetts in the United States Senate for more than 30 years. His strategy for oppos-ing the League of Nations was twofold: delay the issue long enough for enthusi-

asm to die down, and introduce amend-ments that would require Congressional approval for the treaty. The 1920 presiden-tial election, won convincingly by Republi-can Warren G. Harding, was viewed by many as an endorsement by the American public of Lodge’s position.

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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.

How did the Treaty of Versailles punish Germany?

Battle Over the LeagueReturning 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.

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.

Europe After World War I

In 1918, the Treaty of Brest-Litovsk transferred large tracts of Russian territory to Germany. The following year, the peace treaties ending World War I further redrew the map of Europe.(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?

For: Interactive mapVisit: PHSchool.comWeb Code: mvp-7214

Vocabulary Builderdissolve (dih ZAHLV) v. to break up into smaller parts

Differentiated Instruction

726 Chapter 21

Postwar Troublesp. 727

Instruction! 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? (Unem-ployment 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 PracticeHave students complete the Study Guide for this section.

Monitor Progress

! As students complete the Notetaking Study Guide, circulate to make sure stu-dents understand the troubles the United States faced after World War I.

! Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.

! Have students go back to their Word Knowledge Rating Form. Rerate their word knowledge and complete the last column with an example.

Teaching Resources, Unit 7, Reading Readiness Guide, p. 45; Word Knowledge Rating Form, p. 41

AnswersReading 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. involve-ment in the League of Nations to the lead-ership role of the United States in the world today.

Lodge believed that the

League of Nations would restrict the abil-ity of the United States to act in it best interests.

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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 stu-dents 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.

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726 Chapter 21 World War I

U.S. participation is keyto building theLeague of Nations.

The keystoneis not in place.

Lodge argued that membership in the League would restrict the

right of the United States to act independently in its own interest:

“The United States is the world’s best hope, but if you [chain] her in the interests and quarrels of other nations, if you 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

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

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?

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?

Connect Main Ideas to Current EventsConnect the role of the

United States in the League of Nations with the role of the United States in world affairs today.

America Rejects the League of Nations

Chapter 21 Section 4 727

Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Unit 7, Section Quiz, p. 55

To further assess Student Understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chapter 21, Section 4

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.

ExtendHave students work in pairs to research the impact of the influenza epidemic. Ask them to write an essay explaining the epi-demic’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.

For: Help in starting the Extend activityVisit: PHSchool.comWeb Code: mve-0149

Progress Monitoring OnlineStudents may check their comprehen-sion of this section by completing the Progress Monitoring Online graphic organizer and self-quiz.

Answers

an influenza epidemic, labor unrest, and fear of Communists

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.

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.

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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 Ver-sailles. The paragraphs should end with a thesis statement expressing the main idea.

Section 4 Shaping the Peace 727

Section 4 Check Your Progress

Postwar TroublesThe United States did not easily adjust to the return of peace. The

postwar years brought a variety of troubles.

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.

Labor Unrest During the war, unions and businesses had

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.

Red Scare Many Americans feared that Communists, or “Reds,”

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.

What problems affected the postwar United States?

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.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mva-7214

Comprehension and Critical Thinking1. (a) Describe What were Wood-

row Wilson’s goals for peace?(b) Evaluate Information Howwell did the Treaty of Versailles meet Wilson’s goals?

2. (a) Recall Why did Wilson refuse to compromise with critics of the League of Nations?(b) Support a Point of ViewDo you think Wilson was right? Why or why not?

Reading Skill3. Connect Main Ideas to Current

Events Reread the text under the heading “Battle Over the League.” Connect Wilson’s actions to those of current politi-cal leaders when seeking support for their policies.

Key TermsAnswer the following questions in complete sentences that show your understanding of the key terms.

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?

Writing7. Write the opening paragraph to

an essay taking a stand about whether or not Congress should have ratified the Treaty of Ver-sailles. End the paragraph with a thesis statement expressing your main idea.

This policeman is wearing a mask to avoid catching influenza.