With this activity, students analyze the ideals of the 14 points as written by Woodrow Wilson. They first read a historical background discussing the development of the 14 points, and then they analyze the text of the 14 points in stations. With each of the points, students then generate a list of adjectives to describe the message the 14 points sent to the world. You can view more in the preview here – Preview – Wilson’s 14 Points.
As an exit ticket/ synthesis activity, once students create a collective word list, they will then create a word art that visually displays that message. The word art can be drawn or created at wordart.com (a free website).
(NOTE: If you think this lesson is a bit too kind to Wilson’s legacy, you’re right! I have other lessons included with the WWI inquiry that are more critical of his presidency and diplomacy.)
Included within this resource:
- A PowerPoint version of the stations and the historical background (editable)
- A PDF version of the product (not editable)
- A Google Slides Version of the document (The link provided in the lesson plan will prompt you to make your own file.)
- A Detailed Lesson Plan
- A digital Jamboard version of the slides
- A digital Google Slides version of the Historical Background
This lesson is linked with the following NYS standards, however, you could always include your own instead:
8.4d – Following extensive political debate, the United States refused to ratify the Treaty of Versailles. The United States then sought to return to pre-war policies by focusing on domestic rather than international matters.
8.4d.1 – Students will examine Wilson’s Fourteen Points and investigate reasons why the United States Senate refused to support the Treaty of Versailles, focusing on opposition to the League of Nations.
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