How Did The Versailles Treaty Help Cause Ww2 – From August 1914 to November 1918, the main European powers fought. The war pitted Germany and Austria-Hungary against France, England, Russia, and eventually the United States. An estimated 17 million soldiers and civilians died in this horrific conflict, then known as the Great War and now known as the First World War. It finally ended with the defeat of the Germans. After the war, a conference was held outside Paris at the Palace of Versailles. The goal was to write a treaty that defined the terms of peace. The treaty was finally signed on June 28, 1919. Hook Questions: In what year was the First World War fought? When was the Treaty of Versailles signed?
Tip 3: Popular political cartoon below Review the cartoon with a partner. Quiz: when did the cartoon appear and in which newspaper? What is the figure that comes out of the contract list? What’s on his mind? What is the main idea of the cartoon? Want to know if the main idea of a cartoon is true? Source: Daniel Fitzpatrick, St. Louis Post-Dispatch, October 19, 1930.
How Did The Versailles Treaty Help Cause Ww2
4 Definitions Mustard gas: One of the gases used by both sides in the First World War. It is estimated that about 4% of the military deaths of the First World War were caused by gassing. Combatant: A person or nation fighting Genocide: mass, mass slaughter Western Front: A line of trenches in NE France where Germany and its allies faced the French, British and their allies. Eastern Front: Northern European war zone, stretching from the Baltic Sea in the north to the Black Sea. It was longer and more fluid than the western front. League of Nations: An organization created by the Treaty of Versailles, its main purpose was to promote world peace. The suspension of World War II was unsuccessful and the United Nations took over in 1945.
Treaty Of Versailles—facts And Information
Tank Station 1 Station 3 Station 2 Station 5 Station 4 Regional Losses Military Cuts Economic Reparations War Guilt
We share registration and user data with processors to operate this website. By using this website, you agree to our privacy policy, including our cookie policy.1 DBQ Project Mini-Qb World History Volume 3, Chapter 8 How the Treaty of Versailles Helped Step One: Hook Look at the teacher’s notes in the Mini-Q. Read the directions out loud. The goal is to get students engaged, talking and interested in the Mini-Q. Step Two: Background Look at the Step Two teacher notes in the Mini-Q. Students can write the answers to the BGE questions or just the three questions. Step Three: Understand the question and understand it ahead of time The problem of recognizing and identifying key words in a question is an important cognitive skill. A second problem with pre-bucketing based on queries and document names is the large categorization capability. Step Four: Document Analysis Do the document with the whole class, modeling how you expect students to answer the document analysis questions. ilomework: Study the rest of the documents and answer the following questions. Step Four (continued): Discussing the Documents Option One: Working in pairs or threes, ask students to discuss their answers to the first set of Homework Document Analysis questions. They can add to the answers using a different colored pen that they used for homework. After five minutes, open up a discussion of the document to the whole class. Then go to the next document and repeat. Option two: Continue as above, but have a group of volunteers lead the discussion of three or four different documents. Students at their desks can add notes with another pen. Step Five: The Chicken and the Chicken Leg Have students complete the Chicken and the Chicken Leg worksheet. This step will help students clarify the thesis and roadmap ‘Step Six: Thesis to Essay Writing) For homework) Scheduling or multi-paragraph essay’ Step Six (continued): Write a workshop in the classroom ‘MlNl-Q * PERIOD PL Plan: NOT RETURNED. Approximately 1-2 classes to complete Proj cl 351
2 TEACHER DOCUMENT LIST (EV) There are four documents in this Mini-Q. Students are given the same list of documents, but they are not divided into analytical categories or cubes. Students can create different categories than these. Territorial losses Document A: German territorial losses (map) Military borders Document B: Treaty of Versailles, Article 160; Troop Ranks, 1920 (cartoons) c) Reparations Document: Treaty of Versailles, Articles 232 and 233, War of Reparations Document D: Treaty of Versailles, Article 231, Draft Organization DBO
3 Help cause World War II? Daniel Fitzpatrick, Sf. Lawles Post-Dispatch, October 19, 1930. Summary: On June 28, the victorious allies of Great Britain, France, and the United States signed the Treaty of Versailles, which ended in November, and defeated Germany. They hoped that the treaty would stabilize Europe and prevent another catastrophic war. But two decades later, the flames of war engulfed Europe. This mini-Q examines the ways in which the treaty contributed to World War II. Documents: Document A: Germany’s Territorial Losses Seven and a Half Months After the Dramatic Change of World War I (map) Document B: Treaty of Versailles, Article 160; Military ranks, 1920 (cartoon) Document C: Treaty of Versailles, Articles 232 and 233; Amendment D: Treaty of Versailles, Article 231
Hitler’s Foreign Policy: Trigger To World War Ii?
4 Treaty of Versailles Mini-O Step One: Hook Teacher’s Note: This hook is intended to help students understand the main idea that drives this Mini-Q; on the contrary, the Peace Treaty contains terms that may contribute to escalating war. There seems to be no doubt in the mind of the cartoonist. The National Socialist (Nazi) Party disappeared in the mid-1920s, but by the 1930s it had established itself as a force to be reckoned with. Hitler hated the multilateral contract. In 1930, there were three years left before the legal seizure of power in Germany. It’s a little disturbing to think that a cartoonist in the 1930s knew nothing about Hitler’s future or World War II. If students understand the main idea of the cartoon, they should understand the importance of knowing something about the Treaty of Versailles. After the exercise, allow a minute for a whole class discussion. Answers to the questions 1. In what year did World War I take place? When was the Treaty of Versailles signed? June 28, When and in which newspaper did the cartoon appear? The cartoon appeared on October 19 after the St. Louis, Who’s the Garden of the Covenant? What’s on his mind? A person representing Adolf Hitler or Hitler’s political party. He wears a helmet. 5. What is the main idea of the cartoon? There was something about the terms of the Treaty of Versailles that allowed an angry, belligerent man like Hitler to gain power and support in Germany. 6 ‘How would you decide if the main idea of the cartoon is correct? It is important to know the exact terms of the treaty and what the German people and leaders think about Ih DBCI Projocl.
5 Hook Exercises: Analyzing Political Cartoon Trends: From August I9l4 to November 1918, the major European powers went to war. The war pitted Germany and Austria-Hungary against France, England, Russia, and eventually the United States. An estimated 17 million soldiers and civilians died in this horrific conflict, then known as the Great War and now known as the First World War. It finally ended with the defeat of the Germans. After the war, a conference was held outside Paris at the Palace of Versailles. The goal was to write a treaty that defined the terms of peace. The contract was finally signed on June 28. Below is a popular political cartoon. Review the cartoon with a partner and answer the following questions. Source: Daniel Fitzpatrick, St. Louis Post-Dispatch, October 19, Hook Exercise Questions: 1. In what year was World War I fought? 2. When was the Treaty of Versailles signed? 3. When and in which newspaper did the cartoon appear? 4. Who is the flag leaving the contract circle? What’s on his mind? 5. What is the main idea of the cartoon? 6. Do you want to know if the main idea of the cartoon is correct? This page may be reproduced for classroom use
6 Step Two: Create general context guidelines. Check out the timeline. Ask students to answer the back part
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