Читать книгу Giving Students a Say - Myron Dueck - Страница 28

Name: ___________________

Is Peace Achievable? An Examination of the Paris Peace Conference

Learning Target Category - Knowledge Targets: What I need to know and understand Learning Target I can define these terms and explain how they were factors affecting the Treaty of Versailles: capitalism communism imperialism militarism nationalism neo-imperialism self-determination

I can identify the countries on a pre-1919 map of Europe and a post-1919 map of Europe. I can identify major differences between the pre-1919 and post-1919 maps of Europe such as (a) land lost by Germany, Austria-Hungary, and the Ottoman Empire and (b) newly formed countries of Europe.

I can define the following terms and explain how they applied to Germany in 1919: Anschluss Article 231 (War Guilt Clause) "blank check" diktat Polish Corridor reparations Rhineland Saar Schlieffen Plan self-determination "stab in the back" theory Sudetenland

I can define the following terms and explain how they applied to Italy in 1919: Dalmatian Coast "Italia Irredenta" South Tyrol "stab in the back" I can list and describe Wilson's Fourteen Points. I can describe the main conditions placed on Germany by the Treaty of Versailles: territorial losses, military conditions, reparations; and explain how each led to German discontent. I can explain how the Treaty of Versailles may have led to increased nationalism in a number of different groups/nations. My personal knowledge outcome. Include information here you believe should be included in this unit. I can _____________(verb) _____________.

Learning Target Category - Reasoning Targets: What I can do with what I know and understand Learning Target I can assess to what extent Wilson's Fourteen Points are reflected in the Treaty of Versailles. I can evaluate to what extent France or Britain was satisfied with the Treaty of Versailles. I can argue the role that nationalism and imperialism played in the formation of the Treaty of Versailles. I can determine instances where self-determination was and was not applied to people after 1919. Student-created learning target: I can _____________(verb) _____________.

Learning Target Category - Skill Targets: What I can demonstrate

Learning Target I can apply the interests of Britain, France, or the USA in a Paris Peace Conference negotiation.

I can prepare a short presentation for the Paris Peace Conference that will justify or argue a minority claim or national position (e.g., Palestinian Arabs, Romanians).

I can prepare a presentation to justify and decide how Britain, France, or the USA will approach one of these key issues:

 War costs and reparations

 Map of Europe and colonies

 Future military strength considerations

 War guilt and prevention

Learning Target Category - Product Targets: What I can make to demonstrate and expand my learning

Learning Target I can create a reflection on our PPC, to report and discuss the following:

1 My impression of the experience—frustrations/successes.

2 My understanding of the complexities of national issues.

3 Long-term consequences of national decisions.

4 Addressing the question Is peace achievable?

"Time Machine"

I can formulate a comprehensive plan for an alternative decision to one of the contentious issues with the Paris Peace Conference.

I can modify a decision to achieve a different result and predict how it may have affected subsequent events. My own product outcome as discussed with my teacher:

I can _____________(verb) _____________.