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Future Peace Treaty Symposium

Grade 9History5 days

In the Future Peace Treaty Symposium project, 9th-grade students simulate delegates at a post-WWI peace negotiation tasked with drafting a treaty that addresses the political, economic, and social aftermath of World War I, preventing future conflicts like World War II. Over five days, students research historical impacts, analyze oppression-related genocides, and explore the devastation and consequences of WWII. Through activities like role-play and treaty drafting, students develop negotiation skills and critically evaluate historical decisions, culminating in a reflective essay comparing their treaty solutions to actual historical outcomes.

Post-WWIPeace TreatyNegotiationHistorical AnalysisPolitical ConsequencesEconomic ImpactSocial Conditions

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as delegates in a post-WWI peace negotiation, propose a treaty that prevents the rise of conditions leading to World War II, while addressing the political, economic, and social consequences that emerged from the aftermath of World War I?

Essential Questions

Supporting questions that break down major concepts.

What political, economic, and social conditions emerged from the aftermath of World War I?
How did the outcomes of World War I contribute to the onset of World War II?
What were the key issues and objectives at the post-WWI peace talks?
How might different decisions at the peace talks have changed the course of history?
In what ways did the peace treaties address or fail to address the root causes of World War I?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Analyze the political, economic, and social aftermath of World War I and its influence on the conditions leading to World War II.
Develop negotiation and diplomacy skills through role-play as delegates in a post-WWI peace symposium.
Propose plausible solutions in a peace treaty that addresses the consequences of WWI and prevents future global conflicts.
Evaluate historical decisions and their impacts by exploring alternative outcomes at the peace talks.
Understand the role of oppression and discrimination in the context of global conflicts and genocides.

State History Standards

SS.9-10.WH.7.4

Primary

Explain how the consequences of World War I set the stage for World War II.Reason: Students will need to understand how the outcomes and treaties following WWI influenced global tensions leading to WWII in order to effectively participate in the simulated peace talks aimed at preventing future conflicts.

SS.9-10.WH.7.5

Secondary

Analyze how oppression and discrimination led to genocides of the Armenians during World War I and Jews during World War II.Reason: This standard helps students examine deeper societal impacts, which they must consider when proposing peace solutions in the simulation to prevent similar future atrocities.

SS.9-10.WH.7.6

Secondary

Describe how World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and started the atomic age.Reason: Understanding the devastation caused by WWII is key to creating viable solutions and plans that aim to prevent such outcomes, aligning with the project's core objectives.

Entry Events

Events that will be used to introduce the project to students

Escape Room: Race Against History

The classroom is transformed into a World War I themed escape room where students must solve puzzles related to the geopolitical climate of 1919. Each puzzle leads them to a deeper understanding of the Treaty of Versailles' impact and its unintended consequences, encouraging them to think critically about alternative historical outcomes and peace strategies.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Historical Context Creator

In this activity, students will research and create a comprehensive outline of the geopolitical, economic, and social landscape post-WWI. This helps them understand the conditions that set the stage for WWII, forming a base for their simulated peace negotiations.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the outcomes of the Treaty of Versailles and its impact on different countries involved in the war.

2. Compile data on the economic state of Europe and how World War I affected it.

3. Examine social changes and tensions that arose in the aftermath of WWI.

4. Organize your research into a graphic outline highlighting key points.

Final Product

What students will submit as the final product of the activityA detailed graphic outline showcasing the post-WWI conditions and their link to the onset of WWII.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS.9-10.WH.7.4 by explaining how WWI consequences set the WWII stage.

Activity 2

Oppression Impact Investigator

Students will investigate how oppression and discrimination catalyzed genocides by delving into case studies of the Armenian genocide and the Jewish Holocaust. This will build understanding required for their treaty negotiations.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select two case studies: Armenian genocide and Jewish Holocaust.

2. Analyze the events leading up to these genocides, focusing on societal oppression and policies.

3. Identify key patterns and consequences common to these genocides.

4. Create a comparative analysis report.

Final Product

What students will submit as the final product of the activityA comparative analysis report detailing oppression's impact on both genocides.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS.9-10.WH.7.5 by analyzing discrimination's link to genocides.

Activity 3

WWII Consequence Calibrator

Here, students will explore how WWII devastated countries and led to significant global changes, helping frame the final treaty's preventative measures.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the destruction caused by WWII in Europe and Asia.

2. Investigate the occupation of Eastern Europe and Japan post-WWII.

3. Study the emergence of the atomic age and its global implications.

4. Develop an annotated timeline highlighting these consequences.

Final Product

What students will submit as the final product of the activityAn annotated timeline showing the destructive impacts and aftermath of WWII.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS.9-10.WH.7.6 by describing WWII's devastation and global changes.

Activity 4

Peace Treaty Draft Designer

Using knowledge from previous activities, students design a draft of a peace treaty that addresses key problems post-WWI, preventing future conflicts.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the graphic outline, comparative analysis report, and annotated timeline created in previous activities.

2. Identify major issues and formulate solutions that address economic, social, and political facets.

3. Create clauses that mitigate the risk of oppression and global war recurrence.

4. Draft the treaty using diplomatic language and format.

Final Product

What students will submit as the final product of the activityA draft peace treaty proposing solutions for prevention of global conflicts.

Alignment

How this activity aligns with the learning objectives & standardsEncapsulates SS.9-10.WH.7.4, SS.9-10.WH.7.5, and SS.9-10.WH.7.6 by synthesizing understanding into actionable peace proposals.

Activity 5

Historical Decision Evaluator

In this reflective activity, students compare their peace treaties to actual historical outcomes, promoting critical evaluation of different decisions long-term impacts.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Read and analyze the actual treaties and diplomatic decisions post-WWI.

2. Compare these historical decisions to their peace treaty drafts.

3. Reflect on potential alternative outcomes had different decisions been made.

4. Write a reflective essay on what could have been done differently for peace sustainability.

Final Product

What students will submit as the final product of the activityA reflective essay comparing student treaty drafts with historical outcomes, pondering alternate futures.

Alignment

How this activity aligns with the learning objectives & standardsSupports learning goals by evaluating historical decisions and reflecting on their impacts.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Post-WWI Peace Treaty Simulation Rubric

Category 1

Historical Analysis and Contextual Understanding

Assessment of students' ability to analyze and synthesize historical data related to the post-WWI period and its impact.

Criterion 1

Research Depth and Relevance

Quality and completeness of historical research related to the Treaty of Versailles and post-WWI conditions.

Exemplary

4 Points

Research is thorough, accurately referenced, and provides comprehensive insights into post-WWI conditions with innovative perspectives.

Proficient

3 Points

Research is complete, mostly accurate, and covers key aspects of post-WWI conditions.

Developing

2 Points

Research is incomplete or lacks depth, with some relevant aspects of post-WWI conditions missing.

Beginning

1 Points

Research is minimal or incorrect, providing limited insight into the post-WWI period.

Criterion 2

Graphic Outline Quality

Clarity and effectiveness of the graphic outline in summarizing post-WWI political, economic, and social conditions.

Exemplary

4 Points

Graphic outline is highly organized, detailed, and clearly connects the post-WWI conditions to the onset of WWII with creative visuals.

Proficient

3 Points

Graphic outline is organized and detailed, showing clear connections between post-WWI conditions and WWII.

Developing

2 Points

Graphic outline shows some organization, but lacks detail or clear connections to WWII.

Beginning

1 Points

Graphic outline is unclear or incomplete, lacking connection to historical conditions.

Criterion 3

Comparative Analysis on Oppression

Effectiveness in analyzing and comparing the Armenian and Jewish genocides in terms of oppression and discrimination.

Exemplary

4 Points

Analysis is insightful, well-supported with evidence, and offers deep comparisons of genocides regarding oppression.

Proficient

3 Points

Analysis is clear and evidence-based, effectively comparing genocides.

Developing

2 Points

Analysis lacks depth or evidence, showing basic comparisons.

Beginning

1 Points

Analysis is minimal, lacking clarity or comprehensive comparison.

Category 2

Innovation and Problem-Solving

Evaluation of students' ability to apply critical thinking in proposing innovative, realistic solutions in the treaty.

Criterion 1

Solution Proposals

Creativity and feasibility of solutions proposed in the peace treaty to address post-WWI issues.

Exemplary

4 Points

Proposals are highly innovative, well-researched, and offer realistic and comprehensive solutions to post-WWI issues.

Proficient

3 Points

Proposals are thoughtful and feasible, addressing major post-WWI issues.

Developing

2 Points

Proposals lack innovation or thorough research but address some post-WWI issues.

Beginning

1 Points

Proposals are unrealistic or fail to address post-WWI issues effectively.

Criterion 2

Drafted Treaty Quality

Quality and organization of the drafted treaty in terms of language, structure, and adherence to diplomatic protocols.

Exemplary

4 Points

Treaty draft is expertly organized and well-written with diplomatic language, detailing clear, structured clauses addressing all major issues.

Proficient

3 Points

Treaty draft is organized and well-written, with clear clauses addressing most major issues.

Developing

2 Points

Treaty draft lacks organization or clarity in addressing issues.

Beginning

1 Points

Treaty draft is poorly organized and written, with minimal issue coverage.

Category 3

Critical Reflection and Evaluation

Assessment of reflective thinking in evaluating historical decisions and alternative outcomes.

Criterion 1

Reflective Analysis

Depth of reflection and critical analysis in comparing student proposals with historical outcomes.

Exemplary

4 Points

Reflection is deeply insightful and critical, providing comprehensive evaluation of historical decisions versus student proposals.

Proficient

3 Points

Reflection is clear and thoughtful, effectively evaluating historical outcomes.

Developing

2 Points

Reflection lacks depth or thorough critical analysis.

Beginning

1 Points

Reflection is minimal or superficial, lacking critical comparison.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on how your understanding of the political, economic, and social aftermath of World War I has changed through this project. How has this understanding influenced your approach to proposing peace solutions?

Text

Required

Question 2

On a scale from 1 to 5, how confident do you feel in your ability to engage in diplomatic negotiations following this simulation?

Scale

Required

Question 3

Which aspect of designing the peace treaty did you find most challenging, and how did you overcome this challenge?

Text

Optional

Question 4

How well do you think the proposed treaty addresses the root causes of global conflicts?

Multiple choice

Required

Options

Very well

Somewhat well

Not well

Not at all

Question 5

Describe an alternative historical decision you explored and discuss its potential impact on peace sustainability.

Text

Optional