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Treaty of Versailles
Grade Range: 9-12
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/13/2016
This historical investigation is aligned with the C3 Framework and from C3teachers.org.
The compelling question “Can peace lead to war?” offers students an opportunity to explore the historic controversy surrounding the extent to which the Treaty of Versailles caused World War II. Students consider not only the stipulations of the peace treaty but also the nature of historical interpretation by following the voices of historians throughout the inquiry. While progressing through the inquiry, students consider the original vision of the Treaty of Versailles, the conditions of the treaty itself, and the reactions to the treaty both at the time and by modern-day historians.
United States History Standards (Grades 5-12)
Era 8: The Great Depression and World War II (1929-1945)
Historical Thinking Standards (Grades 5-12)
Historical Thinking Standard 2: Historical Comprehension
Historical Thinking Standard 3: Historical Analysis and Interpretation
Historical Thinking Standard 4: Historical Research Capabilities
Historical Thinking Standard 5: Historical Issues-Analysis and Decision-Making
Common Core State Standards (Grades K-12)
CCR Anchor Standards for Writing
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9 (Research to Build and Present Knowledge): Draw evidence from literary or informational texts to support analysis, reflection, and research.
Common Core State Standards (Grades 9-10)
Literacy in History/Social Studies (Grades 9-10)
CCSS.ELA-Literacy.RH.9-10.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.6 (Craft and Structure): Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.9 (Integration of Knowledge and Ideas): Compare and contrast treatments of the same topic in several primary and secondary sources.
Common Core State Standards (Grades 11-12)
Literacy in History/Social Studies (Grades 11-12)
CCSS.ELA-Literacy.RH.11-12.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.6 (Craft and Structure): Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.8 (Integration of Knowledge and Ideas): Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 9-12)
1: Developing Questions and Planning Inquiries
2: Applying Disciplinary Tools and Concepts
D2.His.1.9-12. (History): Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.12.9-12. (History): Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.
D2.His.14.9-12. (History): Analyze multiple and complex causes and effects of events in the past.
3: Evaluating Sources and Using Evidence
D3.3.9-12. (Developing Claims and Using Evidence): Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims.
D3.4.9-12. (Developing Claims and Using Evidence): Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both.
4: Communicating Conclusions and Taking Informed Action
D4.2.9-12. (Communicating and Critiquing Conclusions): Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).