WEEK 5 · PEACE / POWER · PHASE 5 · DECK ph-d + d1–d20
Who gets to make the peace?
▸ This lesson runs inside the continuous classroom deck — Phase 5 · Making the peace
WALT / We are learning to
- explain why an armistice is not the same as a peace settlement;
- reason from competing national priorities rather than memorise four biographies;
- compare a student-negotiated settlement with selected Treaty of Versailles terms;
- identify how unequal representation shaped the post-war order;
- connect New Zealand’s signature to changing international status without overstating independence.
Identity question: Did winning the war make New Zealand more independent?
Functional reo: kōrero / discuss · tuhia / record. Keep the language load light because the conceptual load — compromise, security, justice, empire — is already high.
Lesson 9 · The peace table is not equal
- Question first: if fighting stops tomorrow, what still has to be decided?
- Armistice vs treaty.
- Paris: many nations were present, but power was unequal.
- Big Four role cards are introduced through goals, not life stories.
- Each delegation ranks non-negotiables: security, reparations, German military limits, territory, League, colonies / mandates, trade.
Lesson 10 · You Make the Peace
- 100 influence points: groups negotiate one settlement.
- Mid-negotiation shock: new constraint / information forces revision. The goal is not to “win” but to experience trade-offs.
- Reveal selected Versailles terms only after the student settlement exists.
- Compare: similar does not mean correct; different does not mean wrong. Ask whose priorities dominated and why.
- Accuracy repair: Article 231 is not “Germany confessed sole moral blame”; the final reparations total was determined later.
- Massey / NZ: compare 1914 and 1919 status.
- Who was missing or weakly represented? Germany in the final terms, colonised peoples, Indigenous voices including Māori, and Samoan agency.
- Revisit the phrase “war to end all wars”. Does it still work as a hope? as a description?
Deep-learning moves
- Role constraints before content reveal.
- Negotiation as embodied systems thinking.
- Revision under new information.
- Representation / absence as power.
- Compare student model with historical reality.
Kaiako guardrails
- Do not turn “self-determination” into a universally applied Wilsonian principle; its application was inconsistent.
- Do not turn Versailles into a morality tale where one leader or nation “caused WWII”.
- Do not present NZ’s signature as instant full sovereignty.
- Do not make “who was missing?” a token end question — it changes what the peace settlement means.
Deck implementation
Phase 5 is implemented as divider ph-d plus slides d1–d20 inside the 174-slide deck: armistice question · who gets a seat · Big Four through goals · victory conditions · negotiate · shock/revision · Versailles reveal · Article 231/reparations nuance · Massey 1914→1919 · missing voices · “war to end all wars” revisit / Identity Ledger.