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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
724 Chapter 21
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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Special Needs
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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Section 4 Shaping the Peace 725
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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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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.