Linda J. Churney
Concept:
Treaty Ratification Argument.
Generalization:
The debate over American involvement in world affairs was bitter and could be traced to the Farewell Address.
Students usually enjoy the opportunity to role-play, especially to debate. There are several places within this unit well-suited for debate:
1.
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The contest between the gringos and the antiimperialists, especially about the Spanish-American War.
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2.
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The fight over the Treaty of Versailles and the League of Nations.
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3.
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The question of American participation in World War II.
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This particular 2-day lesson would come during the fifth week of the unit and be the culmination of a two-week study of the World War I period. Divide the class into 4 groups, each representing one of the following:
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Hard-line Democrats (for treaty, no reservations)
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Hard-line Republicans (anti-treaty, League)
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Moderate Democrats (for treaty, possible reservations)
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Moderate Republicans (anti-treaty, possible compromise)
Ask each group to summarize on paper its position toward the treaty based on everything students have learned so far. Go around and help each group to be sure that each one knows what position it represents.
Each student should also have a copy of a short summary of what the treaty said along with a brief description of the League of Nations, (See content objectives.)
Begin debate by having one representative from each group vocalize the group’s position. Urge groups to try to be positive at first to try to attract undecideds or “middle-of-the-roaders.”
Then ask each group to challenge another group with questions about another group’s position or about the treaty itself. Possible questions:
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Wilson’s decision not to appoint any influential Republicans to the delegation.
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2.
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Wilson’s decision not to consult the Senate in peace efforts.
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3.
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The harshness of the treaty on the Germans.
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4.
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The many isolationist Americans, both Democratic and Republican.
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5.
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The responsibilities of the U.S. because of the League of Nations.
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6.
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Wilson’s ability as diplomat, as leader.
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7.
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A treaty of so many compromises.
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8.
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Role of others such as Sen. Robert La Follette and Sen. Henry Cabot Lodge.
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When all discussion has ended, ask students to read a short summary of the outcome of the treaty vote and its results. Ask them how they might have felt or voted.
Homework :
Ask students to write what they imagine could happen if the U.S. decided not to be involved with any affairs of Mid-Eastern countries, South Africa, or Panama.