SWAT’S FOR DECEMBER 2, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

SWAT

’S F

OR DECEM

BER 2,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

GREAT TRIALSPERIOD #2 SECTION #2 GREAT TRIALS

SWAT:

• After viewing the documentary on Lizzie Borden and reading primary newspaper accounts on the Lizzie Borden trial, the students will be able to demonstrate knowledge of events surrounding the Lizzie Borden Trial by preparing for a Mock Trial describing and explaining at least three major factors surrounding the mystery of the trial with ninety percent accuracy.

• NJCCCS: 6.1.12.D.2.d.: Analyze arguments for new women’s roles and rights, and explain why 18th-century society limited women’s aspirations.

• CCSS.ELA-LITERACY.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

GREAT TRIALS

• CCSS.ELA-LITERACY.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

• CCSS.ELA-LITERACY.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

GREAT TRIALS

ESSENTIAL QUESTIONS:

• What role does evidence play in conviction?

• To what degree should the court uphold the position that the accused shall be innocent until proven guilty?

• What should the role of circumstantial evidence play in determining innocence or guilt?

GREAT TRIALS

• Do Now:

• The students will ponder and discuss the question: “How does journalism portray events?” Think of a news story today which is reported by the media and share how the media portrays the story? Based on what you have learned thus far, is there any major difference between how stories are shared today with how the newspaper reported the Lizzie Borden trial?

•

• Student led.

THE GREAT TRIALS

HOMEWORK:

• Students should continue to prepare for a Mock Trial on the Lizzie Borden case. The script for the Mock Trial must be typed up and the Mock Trial will occur in class on Wednesday, December 3rd.

GREAT TRIALS

REVIEW/LESSON CONNECTIONS:

• The teacher will assist the students in summarizing the important points surrounding the Lizzie Borden Trial based on what the students have read thus far. The teacher will remind the students of the key events, people and significance of the case.

• “The Trial of Lizzie Borden”

• web link: http://law2.umkc.edu/faculty/projects/ftrials/LizzieBorden/bordenhome.html

GREAT TRIALS

EXPLANATION

• Teacher will distribute grading rubric and review with the students for the upcoming mock trial of Lizzie Borden to occur in class next class period.

GREAT TRIALS

GUIDED PRACTICE:

• The teacher will assist the students in reminding students of the important components which need to be considered when participating in a mock trial. If available, a Smart Board graphic organizer will be utilized for this purpose.

• Two students will be selected to help facilitate with this section. One student shall write the responses on the Smart Board and the other will lead the class in summarizing those components which need to be taken into account when participating in a mock trial.

• Utilizing a Smart Board graphic organizer, the teacher will assist the students in writing down the main points learned thus far from the documentary clip on a graphic organizer. The students will copy down the information into their notebooks.

• Two students will be selected to help facilitate with this section. One student shall write the responses on the Smart Board and the other will lead the class in summarizing the information learned from the documentary thus far.

GREAT TRIALS

GUIDED PRACTICE:

• As the facilitator is guiding the class, the teacher will walk around the classroom and observe. Thus an (Observation) formative assessment will be utilized.

• In addition, the teacher will engage students in a one to one understanding of the material as necessary. Thus a (Student Conference) formative assessment will also be utilized.

THE GREAT TRIALS

APPLICATION:

• Working as a class and in small groups, the students will continue to work on the script for the Mock Trial of Lizzie Borden.

• Newspaper link:

• http://law2.umkc.edu/faculty/projects/ftrials/LizzieBorden/bordenarticles.html

• “The Trial of Lizzie Borden”

• web link: http://law2.umkc.edu/faculty/projects/ftrials/LizzieBorden/bordenhome.html

• Two students shall be appointed to facilitate. One student will lead the group in facilitating a discussion of ideas of how the trial is to be conducted and the other will type out the transcript to the trial.

• While the student’s are brainstorming and writing out the transcript to the trial, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.

• In addition, the teacher will check in with students to ensure their understanding. Thus a (Student conference) formative assessment will also be utilized.

THE GREAT TRIALS

APPLICATION:

• Utilizing a (Paragraph) formative assessment, the students will be able to write a paragraph describing and explaining at least three major factors surrounding the mystery of the trial.

THE GREAT TRIALS

SYNTHESIS:

• The teacher will assist the students in analyzing the major events which occurred surrounding the Lizzie Borden trial.

AMERICAN HISTORY II HONORS

PERIOD #1, Section # 1

• SWAT: After viewing an instructional power point on the origins of the cold war, and given two “You Tube videos” on George Kennan’s “Lengthy Telegram” and the Truman Doctrine, the students will be able to describe the events which led America to adopt a policy of containment toward the Soviet Union and how this policy further precipitated the causes of the cold war by analyzing at least three major causes of the cold war and at least two major assumptions made by George Kennan in promoting the policy of containment with 80% accuracy.


NJCCCS:

• NJCCCS: 6.1.12.A.12.a. Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War

• CCSS.ELA-LITERACY.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

• CCSS.ELA-LITERACY.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

• CCSS.ELA-LITERACY.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.



• What is America’s place in the world?


DO-NOW:

• The idea of containment is based, at least in part, on the ideology of America being the world policeman, that somehow it is America’s duty and obligation to police the world and “contain” ideologies foreign to its own; ideologies and beliefs which prove threatening to its existence. To what degree do you believe that America’s role of world policeman largely advocated by former President Woodrow Wilson still applies today? Cite specific examples.

• Student led.


Homework:

• Students will prepare for a Socratic Circle based on the primary reading of

• “The Sources of Soviet Conduct” [1946]

• http://www.historyguide.org/europe/kennan.html reading

• Socratic Circle to occur in class on Friday.


REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS:

• Go over outcome from both Yalta and Potsdam conferences

• Go over outcome of the end of World War II.

• Review philosophy of Communism as advanced by Karl Marx and Frederick Engels.

• Quiz on material learned thus far.


EXPLANATION:

• The teacher will share a power point on the origins of the Cold War entitled: “Origins of the Cold War use with lesson plans of December 1, 2014”

• While the teacher shares the power point, students will take notes on the “Origins of the Cold War.”

• The teacher will review the Socratic Circle rubric in preparation for the Socratic Circle exercise which will occur in class on Friday, December 5th. All American History II classes meet on this day. The teacher will also review Socratic Circle expectations.

• The Teacher will present a You Tube video clip entitled: “George F. Kennan’s Long Telegram”

• http://www.youtube.com/watch?v=N1xJiSPgs9Y


EXPLANATION:

• The Teacher will then present a second You Tube video clip entitled: “Truman Doctrine”

• http://www.youtube.com/watch?v=wmQD_W8Pcxg

• While the teacher is showing the class the videos, the students should take notes on the information obtained from the videos.


• GUIDED PRACTICE:

• The teacher will assist the students in identifying the main ideas from the You Tube video clips:

• “George F. Kennan’s Long Telegram”

• “Truman Doctrine”

• A Smart board graphic organizer will be utilized for this purpose. A student will be assigned the task of writing in the graphic organizer in the classroom. Another student will facilitate a classroom discussion based on identifying the main ideas from the You Tube video clips above.

• While the students are copying down notes from the smart board and a student facilitator is leading a classwide discussion, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.

•

US HISTORY II HONORS

GUIDED PRACTICE:

• The teacher will then have the students close their notebook.

• Utilizing an index card, the teacher will ask the students to describe at least three main points brought forward from George Kennan’s Long Telegram and at least three main points brought forward from the Truman Doctrine. Thus a (Quick Write) formative assessment will be utilized.


APPLICATION:

• Working in small groups students will answer the following questions:

• How did the policy of containment come about?

• How did the policy of containment depict the Soviet Union?

• Who was George Kennan and why was he important?

•


APPLICATION:

• Working in small groups students will answer the following questions:

• How did the policy of containment come about?

• How did the policy of containment depict the Soviet Union?

• Who was George Kennan and why was he important?


APPLICATION:

• A student facilitator will lead a brief discussion asking their fellow classmates for answers to the above questions.

• A smart board graphic organizer will be utilized for this purpose. A second student facilitator will write down the responses to the questions on the Smart Board.

• After discussing the answers to the above questions, the students will close their notebook and take out an index card. On the index card, the students will briefly explain what the policy of containment is and the factors which caused containment to come about? In responding to this question, students should analyze at least three major causes of the cold war and at least two major assumptions made by George Kennan in promoting the policy of containment. Thus a (Quick Write) formative assessment will be utilized.


APPLICATION:

• Students will read out loud: “The Sources of Soviet conduct [1946] http://www.historyguide.org/europe/kennan.html reading Part I of Kennan’s work and identify the main idea from the reading. A graphic organizer will be utilized to identify the main idea.

• A student facilitator will lead a brief discussion asking their fellow classmates for answers to the above questions.

• A smart board graphic organizer will be utilized for this purpose. A second student facilitator will write down the responses to the questions on the Smart Board.


SYNTHESIS:

• The teacher will wrap up the lesson by asking students key questions about the policy of containment and the causes of the Cold War.

• The teacher will wrap up the lesson by asking students key questions about the Truman Doctrine and how it further perpetuated the ideals of the policy of containment during the early years of the Cold War.


PERIOD #1, Section #2

• SWAT: Given the primary document written by Henry L. Stimson entitled: “the Decision to Drop the Atomic Bomb, the students will be able to formulate an opinion on whether or not it was justified to drop the atomic bomb by participating in a Socratic Circle writing and explaining at least four reasons Stimson gives to support his position scoring a Socratic Circle rubric grade of at least 30 out of 35 points and by subsequently writing a reflective essay and receiving a rubric score on the reflective essay of at least 48 out of 54 possible points.


NJCCCS:

• 6.1.12.A.11.d : Analyze the decision to use the atomic bomb and the consequences of doing so.

• 6.1.12.D.11.a.:Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II.

• 6.1.12.A.11.b : Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.


Common Core:

CCSS.ELA-LITERACY.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.



• What is America’s place in the world?

• How might World War II have changed life from 1940 to 1945?

• Is American foreign policy motivated more by ideals or self-interest?

• How does involvement in the world shape American society at home?

• What is the proper relationship between the people and the government?

• What does it mean to be American?

• Is there a higher standard than the law of nations?

• How did the Cold War change American society?


DO-NOW:

• Students will take their positions in preparation for participation in either the “Inner” or “Outer” Socratic Circle.


• Homework:

• Students will complete Reflective Writing about what they learned from participating in the Socratic Circle. The Reflective Writing piece should be typed and at least three paragraphs long.

• Students can read the article on-line at:

• http://www.columbia.edu/itc/eacp/japanworks/ps/japan/stimson_harpers.pdf


REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS:

• The teacher will review anchor chart on wall in which the students listed the difference between dialogue and debate.


EXPLANATION:

• The teacher will distribute and explain how the Socratic Circle exercise will work. In addition, the teacher will remind the students how both grading rubrics for the Socratic Circle work.


GUIDED PRACTICE:

• The teacher will inform the students to get into either the Inner or Outer Socratic circle informing members of the inner circle to have a writing utensil and a copy of the Stimson article as well as their notes. The outer circle should have a copy of these items as well and in addition, a copy of the “Socratic Circle Feedback Form.”

• While the students are getting ready for the exercise, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.


APPLICATION:

• Utilizing the Socratic Circle pedagogical technique, the students will address the following questions based on their reading of Henry L. Stimson: “The Dropping of the Atomic Bomb”:

• 1. On what basis does Stimson justify the use of the atomic bombs on Hiroshima and Nagasaki?

• 2. If you were an American journalist with the opportunity to ask Stimson three questions regarding the decision to drop the bombs, what would those questions be?

• 3. Why do you think Japan’s wartime military leaders are referred to here as “terrorists”? Do you think this label is appropriate?

• 4. How does this document present the role of the Emperor? Why do you think Stimson emphasized the Emperor’s role?


APPLICATION:

• Procedure:

• Students in the inner circle (seated on the floor) will read the passage aloud and then engage in a discussion of the text. Students in the outer circle (seated at their desks) will silently observe behavior and performance of the inner circle. (10 minutes)

• After discussion of the text, the outer circle assesses the inner circle’s performance and gives ten minutes of feedback for the inner circle. (10 minutes)

• Students in the inner and outer circles now exchange roles and positions.

• The new inner circle holds a ten-minute discussion based on the questions stated above (10 minutes)

• The new inner circle receives ten minutes of feedback from the new outer circle (10 minutes)


APPLICATION:

• The teacher will remind students of the procedure. The teacher will ask students to signal a thumbs-up; thumbs-down to ensure understanding of the process. Thus a (Thumbs-up; thumbs-down) formative assessment will be utilized.

• As the students are collaboratively, the teacher will circulate the classroom. Thus an (Observation) formative assessment will be utilized.


SYNTHESIS:

• The teacher will wrap up the lesson by reminding the students of the lessons learned from the Socratic Circle activity.

AP US HISTORY

SWAT:

• After completing the reading of both primary and secondary documents, the students will be able to analyze the outcome of the American Revolution and what political, social and economic changes were produced including an understanding of the Declaration of Independence, the Articles of Confederation and the US Constitution by completing their chapter test with a score of at least eighty percent.

AP US HISTORY

• NJCCCS: 6.1.12.A.2.b.: Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights to the spread of democracy around the world.

• RH. 9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

• RH.9-10.1; Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

AP US HISTORY


• How did democratic and republican values and competing conceptions of national identity affect the development and success of the Articles of Confederation?

• How did these factors affect the development and ratification of the Constitution?

AP US HISTORY

HOMEWORK:

• Students will listen to Chapter #7 Flipped Classroom Lecture on-line and take notes on the same and come prepared for a quiz to be given in class on Wednesday.

AP US HISTORY

DO-NOW

• The students will take a quick look at their notes before placing their textbook, review book, and notebook underneath their desks.

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS:

AP US HISTORY

EXPLANATION:

• Teacher will review directions for unit test.

AP US HISTORY

GUIDED PRACTICE:

AP US HISTORY

APPLICATION;

• Working individually, students will complete their chapter test.

• In the first half of class, students will write their essay. In the second half of the class, students will complete the remaining parts to their test.

• While the students are engaged in this activity, the teacher will walk around the classroom and observe. Thus an (observation) formative assessment will be utilized.

• Additionally, the teacher will engage students in a one on one conversation to check for understanding. Thus, a (student conference) formative assessment will also be utilized.

AP US HISTORY

SYNTHESIS:

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SWAT’S FOR DECEMBER 2, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON