Overview

Author

Audience

Objectives

Materials

Procedures

Extension

Evaluation

Appendix

Investigating the London Disarmament Treaty of 1930

Lesson Overview

This Lesson uses primary documents to allow students to investigate the Naval Disarmament Treaty in 1930. Students will use primary and secondary sources and finish by writing an editorial about the Treaty.

Lesson Author

Name:	Jill Jackson
School:	Vinton-Shellsburg High School

Lesson Audience

Grade Level	9-12	# of Class Periods	2+
Class	US History	Length of Period	60 minutes

Objectives Back to Navigation Bar

Student will:

1. Know how to use primary sources to learn about history.
2. Supplement with secondary sources to fill in what they still need to know.
3. Work in groups using class time well.
4. Form an opinion and write an editorial about the London Disarmament Treaty.

Materials Back to Navigation Bar

General

1. Letter from Prime Minister MacDonald to General Dawes
2. Letter from Secretary of State Stimson to American Embassy in London
3. Prime Minister MacDonald’s Press Release
4. President Hoover’s Speech
5. “Plan to Build Navy Up to Treaty Limit Facing Sharp Fight” article

Handouts (Handouts embedded in Appendix)

Worksheet 1

Classroom Procedures Back to Navigation Bar

Prior Learning (background information, vocabulary)

The student will need to know:

1. About World War I
2. The beginning of Hoover’s presidency.

Day 1 and 2:

1. Full group work: Show students a group of documents (Letter from MacDonald to Dawes)
2. Pick out main points (important information) from letter.
3. Have students decide what they have learned and what they still need to investigate.
4. Group Work: Break into small groups and give each group MacDonald’s Press release, Hoover’s Speech, Stimson’s letter to American Embassy, and Herald article about the treaty.
5. All groups must:

-As you do the group work ALL members fill out the worksheet!!

-Read primary documents

-Decide what each document is telling them and take note of it.

-Talk and come up with a written statement of what they still need to know.

-Read Article and write a summary of the article, telling what is important and why it is important to the Disarmament Treaty. Tell if it answers any of the still need to know questions.

-Use secondary sources (internet or textbook) to figure out what they needed to know.

6. Individual Work: Write an editorial using your worksheet to show important points from both primary and secondary sources. Decide what you think about what should happen, even if it differs from what actually ended up happening!

Extension Back to Navigation Bar

Evaluation Back to Navigation Bar

Rubric

London Disarmament Treaty of 1930

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Teacher Name: Ms. Jackson


Student Name:     ________________________________________

CATEGORY	10-8	7-5	4-1	0
Use of Class Time	Used time well during each class period. Focused on getting the project done. Never distracted others.	Used time well during each class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.	Did not use class time to focus on the project OR often distracted others.
Mechanics	Capitalization and punctuation are correct throughout the poster.	There is 1 error in capitalization or punctuation.	There are 2 errors in capitalization or punctuation.	There are more than 2 errors in capitalization or punctuation.
Grammar	There are no grammatical mistakes on the poster.	There is 1 grammatical mistake on the poster.	There are 2 grammatical mistakes on the poster.	There are more than 2 grammatical mistakes on the poster.
Required Elements	Includes all required elements as well as additional information.	All required elements are included.	All but 1 of the required elements are included.	Several required elements were missing.
Knowledge Gained	Student has accurately related information about their primary documents as well as given their opinion in their editorial.	Student has accurately related most information about their primary documents as well as given their opinion in their editorial.	Student has accurately related about 75% of the information related to their primary documents but has failed to give their opinion in their editorial.	Student appears to have insufficient knowledge about their primary documents and has failed to give their opinion in their editorial.

Creativity Bonus – You may earn up to 3 extra credit points for taking an exceptionally creative approach to the assignment or for being particularly insightful.

Appendix Back to Navigation Bar

Handouts

Using Primary Documents—Disarmament Treaty 1930

Stimson’s Letter to American Embassy-Main Points:

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Prime Minister MacDonald’s Press Release Main Points:

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President Hoover’s Speech Main Points:

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Article Main Points:

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What do you still need to know?

Sourcing:

All Primary Sources found at the Hoover Library and Museum in West Branch, Iowa.