| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: History |
| Lesson Topic: 2.1 Were the peace treaties of 1919–23 fair? |
Learning Objective/s:
- Describe the main terms of each 1919‑23 peace treaty.
- Analyse arguments for and against the fairness of the treaties.
- Evaluate the impact of the treaties on post‑war Europe and the Near East.
- Compare the principle of self‑determination with the territorial outcomes.
- Use primary‑source evidence to form a reasoned judgement on treaty fairness.
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Materials Needed:
- Projector and screen
- PowerPoint presentation with treaty maps
- Handout summarising key provisions of each treaty
- Primary‑source excerpts (e.g., Article 231, Lausanne excerpts)
- Whiteboard and markers
- Exit‑ticket cards
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Introduction:
Begin with a quick image of the post‑WWI map and ask students what they notice about the new borders. Recall previous lessons on WWI causes and the concept of self‑determination. Today they will assess whether the 1919‑23 peace settlements were fair, using a success criteria that includes identifying provisions, weighing arguments, and forming a balanced judgement.
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Lesson Structure:
- Do‑now (5') – students label a blank map with the countries affected by each treaty.
- Mini‑lecture (10') – overview of the six treaties and their main provisions using slides.
- Group analysis (15') – each group receives a treaty sheet; they list fairness arguments for and against, then present.
- Whole‑class debate (10') – compare arguments across treaties, guided by teacher prompts.
- Formative check (5') – quick Kahoot quiz on key facts.
- Exit ticket (5') – students write a one‑sentence judgement on overall fairness with justification.
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Conclusion:
Summarise how the treaties achieved some diplomatic goals but also sowed economic and ethnic tensions. Students complete an exit ticket stating their judgement and one supporting piece of evidence. For homework, assign a short essay comparing the Versailles and Lausanne treaties, citing at least two sources.
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