Teaser
Documents and audio files explain the range of early political viewpoints on the League of Nations.
Description
Students read and listen to a range of political positions related to the proposed entry of the U.S. into the League of Nations following World War I.
Article Body
This lesson provides a model of how to examine evidence and analyze diverse opinions about a public policy issue. Of particular value is the idea that politicians took a range of positions on the issue of the League, rather than simply being for or against it.
Some nice features of this lesson are that speeches and public testimony are provided both as transcribed texts and as archived audio recordings. In addition, students receive a structured worksheet to record their thinking. These features make the texts more approachable, but many students will still have difficulty with the language and rhetorical style. We, therefore, suggest that classes investigate at least the first few sources as a whole-class activity. Teachers can model how to highlight the key points and focus on revealing passages as the class completes the worksheet.
The recommended assessment activity in which students categorize hypothetical position statements is engaging, but we suggest that students also complete the alternative assessment in which they write about the various political positions they have studied. Writing such an essay encourages students to articulate their own interpretations of the material.
Topic
League of Nations, World War I
Time Estimate
2-3 class sessions
Rubric_Content_Accurate_Scholarship
Rubric_Content_Historical_Background
No Prior knowledge about WWI and the purposes of the League of Nations is required. Numerous links to primary source and background information are provided for teachers and students.
Rubric_Content_Read_Write
Rubric_Analytical_Construct_Interpretations
Yes The alternative assessment requires students to select and defend a selected position in an essay. Students will need reminders and requirements to use evidence in this essay.
Rubric_Analytical_Close_Reading_Sourcing
Yes Close reading and sourcing constitute the central purpose of this lesson.
Rubric_Scaffolding_Appropriate
Yes Readings and speeches are difficult. Teachers will need to guide student note taking and analysis.
Rubric_Scaffolding_Supports_Historical_Thinking
Yes The worksheet is useful for organizing the data, but not enough space is provided for answers—additional sheets of paper will be needed.
Rubric_Structure_Assessment
Yes The first assessment activity reinforces the concepts of the lesson. The alternative written assignment is better for final assessment. There are no assessment criteria.
Rubric_Structure_Realistic
Yes The directions are clear and comprehensive.
Rubric_Structure_Learning_Goals
No We recommend that the final activity—Discussion of Wilson's Final Campaign—be conducted after the assessment portion of this lesson as it does not clearly fit chronologically or topically with the rest of the lesson.