The full assignment paper is the first attachment.You are supposed to write the opinions of David Lloyd George, Georges Clemenceau, Woodrow Wilson on specific points of the Treaty of Versailles. These points are: What should happen to the colonies of the defeated nations? What should happen to the German armed forces? What should happen to Czechoslovakia? How much should the Germans pay the Allies in compensation? What should happen to Alsace-Lorraine? Who should take the blame for the war? What should happen to the Saar region? Should Austria and Germany be allowed to merge?(write on each person’s answers to the questions above. each person should be a paragraph. 3 paragraphs in total).ALSOWrite a letter from a diplomat’s point of view who doesn’t want World War II. (the treaty of Versailles led to WW2.) Write about what you would change about the Treaty of Versailles in order to prevent WW2. You may use any source to help you. PLEASE LOOK AT EVERY ATTACHMENT.
3.04_treaty_of_versailles_alternate_assignment_2019.doc
3.04_treaty_of_versailles_character_chart.doc
3.04_treaty_of_versailles_character_roles.doc.docx
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Graded Assignment
Name:
HST560B: AP World History | Unit 10 | Lesson 4: Treaty of Versailles
Date:
Graded Assignment
Alternate Assignment: Treaty of Versailles
Submit this assignment to your teacher by the due date for full credit.
(35 points)
1. Write a response for each of the three Treaty of Versailles delegates (David Lloyd George,
Georges Clemenceau, Woodrow Wilson) for each of the topics under discussion (see
character chart). Provide each delegate’s vote along with a rationale explaining why he would
vote in such a manner. In addition, write a letter from the perspective of a diplomat who
wishes to prevent World War II. What would that person change about the Treaty of
Versailles to prevent a costly war twenty years in the future?
Score
Answer:
Your Score
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___ of 35
Page 1 of 2
Graded Assignment
HST560B: AP World History | Unit 10 | Lesson 4: Treaty of Versailles
Scoring
Your teacher will use the following rubric and scoring instructions to grade your assignment.
Category
5 points
4 points
3 points
2 points
1 point
Content
The response
completely fulfills
the assignment.
Content is well
developed and
ideas are original
and clear.
The response
fulfills the
assignment.
Content is
developed and
ideas are clear,
yet there are a
few minor flaws.
The response
fulfills the
assignment, but
content is not
fully developed
or ideas are not
clear.
The response
does not fulfill
the assignment.
Content is poorly
developed and
ideas are
confusing.
The response
does not fulfill
the assignment.
Content is not
developed and
ideas are
confusing.
Detail
The response is
accurate,
relevant, and
comprehensive.
The response is
well prepared,
yet contains
minor flaws in
accuracy or
relevancy.
The response is
well prepared,
yet contains
some flaws.
The response is
not well prepared
and contains
serious flaws.
The response is
inadequate and
flawed.
Organization
The response
is clearly and
logically
organized and
easy to
understand.
The response is
well organized,
with only minor
flaws.
The response is
somewhat
organized but
has significant
flaws.
The response
lacks clear
organization.
It is difficult to
understand.
The response is
so disorganized
that it is not
understandable.
Spelling,
Punctuation,
and Grammar
The response
contains 2 or
fewer errors in
spelling,
punctuation, or
grammar.
The response
contains 3 to 4
errors in spelling,
punctuation, or
grammar.
The response
contains 5 to 6
errors in spelling,
punctuation, or
grammar.
The response
contains 7 to 9
errors in spelling,
punctuation, or
grammar.
The response
contains 10 or
more errors in
spelling,
punctuation, or
grammar.
Rubric Category
Score
Content
____ × 3 = ____
Detail
____ × 2 = ____
Organization
____ × 1 = ____
Spelling, Punctuation,
and Grammar
____ × 1 = ____
Score
Total Score:
To calculate the final grade for this assignment, add the scores for each rubric topic for a maximum score of
35 points. Notice that you will give greater weight to Content by multiplying the score for that category by 3, and to
Detail by multiplying the score for that category by 2. The scores for Organization, and Spelling, Punctuation, and
Grammar are not weighted.
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Page 2 of 2
HST560B: AP World History | Unit 10 | Lesson 4: Treaty of Versailles
Name:
Date:
Writing Assignment
Treaty of Versailles: Character Chart
Once you have received your character role, you are required to complete the following assignment about your
character. It is extremely important you complete this in a timely manner and submit this assignment to your teacher
before the simulation. Be sure to complete all the Advance Preparation for the lesson so that you can fully participate
in the Treaty of Versailles simulation.
Character Name: ___red – France ____blue – UK _____________ green – USA _____________________
Indicate the option choice that your delegate would select on the provided topics and defend that choice with a
two-sentence response.
Issue
Option 1
Option 2
Option 3
1. What should happen to
the colonies of the defeated
nations?
They should be allowed
to govern themselves.
They should be divided
up between France,
Britain, and other
powers.
The League of Nations
should have oversight over
these colonies.
2. What should happen to
the German armed forces?
They should be reduced
to prewar levels
No conscription; German
forces limited to
250,000 men.
No conscription; German
forces limited to
100,000 men.
3. What should happen to
Czechoslovakia?
It should be
independent.
It should be run by the
League of Nations.
It should be controlled by
Austria.
4. How much should the
Germans pay the Allies in
compensation?
5 billion
25 billion
33 billion
5. What should happen to
Alsace-Lorraine?
Germany should keep it.
France should control it.
The League of Nations
should control it.
6. Who should take the
blame for the war?
Germany
all Central Powers
no one
7. What should happen to
the Saar region?
It should be given back
to Germany.
France should control it.
The League of Nations
should control it for
15 years; after that, the
Germans and French will
have a plebiscite to see
who should control it.
8. Should Austria and
Germany be allowed to
merge?
Yes
No
Revisit the issue in
15 years.
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HST560B: AP World History | Unit 10 | Lesson 4: Treaty of Versailles
Issue 1
Option:
Explanation:
Issue 2
Option:
Explanation:
Issue 3
Option:
Explanation:
Issue 4
Option:
Explanation:
Issue 5
Option:
Explanation:
Issue 6
Option:
Explanation:
Issue 7
Option:
Explanation:
Issue 8
Option:
Explanation:
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HST560B: AP World History | Treaty of Versailles
Advance Preparation
Preparing for the Treaty of Versailles
You and other students will participate in a simulation of the Treaty of Versailles negotiations. As a
participant, you will play the part of one of the three key figures who engaged in negotiations in
1919 in the Hall of Mirrors at the Palace of Versailles. Besides reviewing and enhancing the
materials presented in this unit about the treaty of Versailles and World War I, the simulation will
cultivate your skills in critical analysis, strategic thinking, public speaking, research, and listening.
Students will negotiate various issues on the treaty agenda until they can agree on one option.
Students will remain in character at all times during the negotiations and discuss the agenda topics
as their character would have, not based on their own personal opinions. The politician profile
sheets and the map of Europe will help you in this task. After your negotiations have concluded, you
will have the opportunity to compare your decisions to those actually made by the Allies during the
Treaty of Versailles.
To prepare for the treaty negotiations, read the background material on the Treaty of Versailles,
including the political profiles. Before the simulation, review the discussion topics and decide which
option your character would have chosen for each topic.
Character Roles
Your teacher will assign you a character role, and you will participate in the negotiations as that
character. Your teacher will divide the class into groups of three or four students and give three
people in the group roles as one of the three leaders responsible for treaty negotiations. If the group
includes a fourth person, that student will be responsible for acting as an impartial scribe, recording
the proceedings.
1. David Lloyd George, Prime Minister of Great Britain
2. Georges Clemenceau, President of France
3. Woodrow Wilson, President of the United States
Information about Character Role Research
Locate three credible sources on your historical character. Sources must include at least one
primary source document, one book, and credible sources from the Internet. Primary sources might
include speeches your character made during the time of the negotiations or newspaper articles
written during this time period. Use the Chicago Manual of Style to document these sources. Your
research should prepare you to discuss the following topics in an educated and knowledgeable
manner.
•
What should happen to the colonies of the defeated nations?
•
What should happen to the German armed forces?
•
What should happen to Czechoslovakia?
•
How much should the Germans pay the Allies in compensation?
•
What should happen to Alsace-Lorraine?
•
Who should take the blame for the war?
•
What should happen to the Saar region?
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HST560B: AP World History | Treaty of Versailles
•
Should Austria and Germany be allowed to merge?
Background Information on the Treaty of Versailles
As preparation for the simulation, you should read the following summarized background material
on the treaty of Versailles.
The First World War devastated Europe in a way the world had never seen before. Death and
destruction took place on an unprecedented level: in France alone, 750,000 homes were
destroyed and the nation’s infrastructure was in shambles. By the end of the war, 10 million
soldiers died and 21 million more were wounded. The Spanish flu, which broke out across Europe
in 1918, only exacerbated the devastation; 25 million people died as a result of the pandemic.
When the leaders of France, Great Britain, and the United States met at the Palace of Versailles
to discuss the peace terms, they were still reeling from the war. The people of France and Great
Britain were looking for vengeance, and much of the blame fell on Germany.
Although several hundred people were actually involved in the treaty process and final signing in
Versailles’ Hall of Mirrors, three men led the negotiations: British Prime Minister David Lloyd
George, French President Georges Clemenceau, and U.S. President Woodrow Wilson. Although
the men were at Versailles to negotiate a peace treaty, the mood was not conciliatory, especially
for France and Great Britain. Germany was not invited to participate in the conference and was
essentially forced to accept the treaty terms agreed upon by the Allies.
After months of negotiations, the Treaty of Versailles was signed on June 28, 1919. Many
Germans believed the treaty would be lenient due to the involvement of U.S. president Woodrow
Wilson, who did not want to alienate the Germans or hinder Europe’s economic recovery. Wilson
presented his goals as the Fourteen Points, and his primary motivation was to establish a new
alliance that he called the League of Nations.
However, many of the agreed upon treaty terms were indeed harsh. Germany was forced to pay
massive reparations, which devastated the German economy. The German government could not
keep up with the reparations payments after only one year. The Germans were also unhappy with
the War Guilt Clause and thought the Allies were unfair to place sole blame for the conflict on
Germany, especially when the war started when a Serb killed an Austrian. Germany felt like it
unjustly bore all the blame and felt like a scapegoat for the other nations involved. Furthermore,
some Germans didn’t even believe they had “lost” the war, since Germany was never invaded.
One of these Germans was Adolf Hitler, who felt the army had been betrayed by the “November
Criminals,” the name some gave to the politicians who signed the armistice on November
11, 1918, that ended the war.
The Allies also wanted to prevent future war, particularly with Germany. They mandated a new
form of government for the Germans in an attempt to prevent the future rise of a dictatorship. The
practical fallout of this attempt at representative government, however, was the quick
establishment of more than thirty political parties, none strong enough to take power and rule
effectively. The treaty also mandated the dissolution of the German General Staff, or the head of
the army.
Almost immediately after the treaty, German anger and disregard for the treaty were obvious.
Although the General Staff was officially dissolved, army leaders remained united within other
organizations and already started pulling together training material and lessons learned from
World War I. Germany stopped paying its reparations within one year of the treaty because the
country was financially unable to make the exorbitant payments. Germany also violated the treaty
by making a pact with the Soviet Union at a 1922 conference in Italy. The pact formally
renounced the two nations’ financial claims against each other and reestablished diplomatic
relations.
In the political vacuum that emerged in Germany after the treaty, one man eventually rose to
power. In the 1930s, Adolf Hitler repeatedly violated the terms of the treaty of Versailles by
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HST560B: AP World History | Treaty of Versailles
building up the German military and initiating a military draft. Hitler established a Germany navy,
a division of armored tanks, and an air force. In 1936, Hitler’s troops reoccupied the demilitarized
Rhineland. The treaty violations continued in 1938 and 1939 as Hitler successively invaded or
annexed Austria, the Sudetenland, Czechoslovakia, and finally Poland. His invasion of Poland in
1939 sparked World War II.
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