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Woodrow Wilson and the Ideals 14 Points Inquiry Based Essay Assessment

Grade Levels
8th - 11th
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    Inquiry Essay - Graphic Organizer, Lesson Plan, and Unit Outline

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    1. This popularly requested resource is here! This is a GROWING BUNDLE for resources related to the 2nd half of U.S. History. Any resources I create for the 2nd half of U.S. History will be added to this bundle. Eventually, you will have full access to a Word Wall, at least 10 full units of study, plan
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    An authentic inquiry for the real world classroom!

    In this inquiry, students investigate the ideals of the 14 points, and whether Woodrow Wilson actually followed the ideal of the 14 points within the policies he created for the people of the United States - resistance to the draft, the Women's Suffrage Movement, and African American soldiers in WWI.

    The following topics are covered within this inquiry:

    The 19th Amendment - The Women's Suffrage Movement - many leaders of the Women's Suffrage Movement - the 14 Points - the League of Nations - the ending of World War I - the Harlem Hellfighters - Black Soldiers of WWI - The Espionage Act - the Sedition Act - Eugene Debs - Woodrow Wilson - along with much more!

    If you teach in New York state, this assessment is geared towards preparing students for the new Regents exam by teaching them about assessing the reliability of primary sources and comparing points of view. Students also have to utilize evidence from primary and secondary sources to argue a claim in their essays.

    The lesson is linked to NYS Social Studies Standards, but you could easily cut and paste in your own standards for your state.

    • 8.4b.3 - Students will examine the restrictions placed on citizens after United States entry into the war, including the Espionage Act (1917) and the Sedition Act (1918).
    • 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.
    • 8.4e.1 - Students will investigate the efforts of women suffragists and explain the historical significance of the 19th amendment.
    • 8.4e.3 - Students will examine examples of World War I and postwar race relations, such as the East St. Louis riots, the Silent March, and the Tulsa riots.

    Included within this resource:

    ● A PowerPoint version of the handouts (editable)

    ● A PDF version of the handouts (not editable)

    ● A Google Slides Version of the handouts (The link provided in the lesson plan will prompt you to make your own file.)

    ● A Detailed Lesson Plan 

    (This isn't discounted much because it also includes my inquiry materials. I don't list those separately, but they are a 3.00 value.)


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    Total Pages
    Answer Key
    Rubric only
    Teaching Duration
    2 Weeks
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    to see state-specific standards (only available in the US).
    Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
    Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
    Cite specific textual evidence to support analysis of primary and secondary sources.


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