Discipline: Social Studies

Grade Level: 10, 11, 12

©Literacy Design Collaborative. September 2011

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The Great War: Evaluating the Treaty of Versailles
  • Background to Share With Students
    • This task is part of a larger section on the two World Wars (1914-1945). Students will have prior knowledge on the causes and implications of World War I and the Treaty of Versailles.

  • Task
    • Teaching Task

      L1: Was the Treaty of Versailles a fair one for Germany? After reading various primary and secondary sources on the Treaty of Versailles, write an essay that addresses the question and support your position with evidence from the texts.

      L2: Be sure to acknowledge competing views.

  • Reading Standards for Argumentation
    • "Built-In" Reading Standards
      • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
      • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
      • Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
      • Read and comprehend complex literary and informational texts independently and proficiently.
  • Writing Standards for Argumentation
    • "Built-In" Writing Standards
      • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
      • Draw evidence from literary or informational texts to support analysis, reflection, and research.
      • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
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