Pact of Umar vs. The Treaty of Versailles
Begin the lesson by asking students to define the words “treaty” and “pact”? First, students will write their answers independently and then share with their tablemates. Each table will write their definition of both words on a post-it and when finished post-its will be placed on the front board.
Collectively, write one definition for each word. Ask students if there is a similarity between them.
What do students know about the Treaty of Versailles?
Independently students will respond to the question on a padlet. Review the answers and ask students in table groups to find similarities and group them together.
Show students the following YouTube video (The Treaty of Versailles, What Did the Big Three Want? 1/2) explaining the key concepts of the Treaty.
Review the areas of Alsace and Lorraine on the map of France in the classroom. Discuss the losses France suffered from WWI. Ask students to consider why France wanted the most harsh punishments placed on Germany. Students will first answer individually and then share with tablemates. Finally, each table group will share their answers with the class.
Review class definition of a “pact.” Discuss how the Treaty of Versailles was a pact between nations. First ask students how countries were impacted by the Treaty of Versailles. Then, ask how individual people were impacted by it.
Introduce the Pact of Umar. In groups, students will read the article: The Pact of Umar Regulating the Status of Non-Muslims Under Muslim Rule. As a table, students will write five key concepts in their own words.
Tables will report out their five key concepts while I add them to a google doc displayed on the screen.
I will show another YouTube video briefly explaining the Pact called “9th Century Pact of Umar.”
After watching the video, the class will discuss ways in which the Treaty and the Pact are similar and different.
Students will be asked to create a "sketchnotes" document that compares and contrasts the Treaty of Versailles and the Pact of Umar.