SWAT’S FOR NOVEMBER 17, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

SWAT

’S F

OR NOVEM

BER 17,

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 completing a graphic organizer in which students describe the events which led up to the Boston Massacre, the students will create a series of at least three newspaper stories covering the events by writing from a period perspective in which they include at least three of the causes of the Boston Massacre with ninety percent accuracy.

• NJCCCS: 6.1.12.C.2.a: Analyze the problems of financing the American Revolutionary War and dealing with wartime inflation and profiteering.

• 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

ESSENTIAL QUESTIONS:

• What role did Massachusetts and the various leaders from Massachusetts play during the American Revolutionary War?

GREAT TRIALS

DO-NOW:

• Students will create their own Do-Now. The teacher will select one from those submitted.

• A student facilitator will lead a brief discussion.

THE GREAT TRIALS

HOMEWORK:

• Students will answer the following questions for homework:

• According to the Declaration, how did the colonists compare to the King’s subjects born in Great Britain?

• Who, according to the Declaration, were the only representatives of the people in the colonies?

• Which famous slogan used by the colonists in their struggle with Great Britain best sums up the Declaration?

• Students will continue to work on their newspaper assignment. Newspaper assignment will come due on November 19TH.

GREAT TRIALS

REVIEW/LESSON CONNECTIONS:

Students will create a list of the main points for the Boston Massacre on behalf of the colonists and a list of the main points on behalf of the Crown in preparation for constructing and writing a newspaper on the reporting of the Boston Massacre.

GREAT TRIALS

EXPLANATION

The teacher will discuss the events leading up to the Boston Massacre utilizing a power point presentation. The teacher will instruct the students to take notes from the power point entitled: “Boston Massacre use with lesson plans of November 12, 2014”

GREAT TRIALS

GUIDED PRACTICE:

• Utilizing a graphic organizer, the teacher will assist the students in describing the causes of the Boston Massacre from having presented a power point to the students.

• A student facilitator will be appointed to aid with this process. A Smart Board graphic organizer will be utilized.

• As students are working with their partners, the teacher will walk around the classroom and observe. 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:• Working individually and in groups, students will work on the

construction and writing of their newspapers.• (Specific assignment and criteria follows:)

THE GREAT TRIALS

APPLICATION:• Objective:• You are to make up two opposing front pages of two very different

newspapers and write articles that would have been read in a Boston newspaper on March 6, 1770 after the Boston Massacre occurred the night before.

• #1: The first newspaper you pick up (make) is a Propaganda piece that the British are using to get people to stay loyal to the crown and they try to down play the events of the night before. You read this and you are shocked to see all the inaccuracies that lie within it.

• #2: The second newspaper you see (write) is a colonist piece that the people in Boston are in charge of, who hate the King and what he is doing. This information could cost them their lives if found and they could be accused of treason if the Red Coats ever got their hands on it. Be careful what you do with it, but be sure to try to spread this new so the people in Boston know the truth about the events that have been going on in their city.

THE GREAT TRIALS

APPLICATION:

• **You are to make mirror image articles for your newspapers**• For example:• “King George III is a caring and compassionate man: follow him!” (Loyalist)• “Millions have suffered under the British: They must be stopped!” (Colonist)• Requirements:• • Final product MUST BE TYPED! Suggestion: use Microsoft Publisher• • Creative Titles for each news paper• • 5 articles on each front page (10 total)• • Supporting details in the articles to prove that you understand the topic• • At least 3 pictures per front page• • PROOF READ! Points will be taken off for spelling and grammatical errors!• • Using a (One paragraph formative assessment), the students will write and

analyze at least three causes of the Boston Massacre.

THE GREAT TRIALS

APPLICATION

• As students are working individually, the teacher will walk around the classroom and observe. Thus, an (observation) formative assessment will be utilized.


• Using a (One paragraph formative assessment), the students will write and analyze at least three causes of the Boston Massacre.

THE GREAT TRIALS

SYNTHESIS:

• The teacher will assist students in listing and describing the major causes of the Boston Massacre.

AMERICAN HISTORY II HONORS

PERIOD #1, Section #1 and 2

• SWAT: After completing a graphic organizer in which students describe some of the major battles in World War II, the students will be able to analyze selected World War II battles and how a given battle further contributing to the underlying causes of World War II by presenting their power points in which they explain one of the battles and its significance to the war effort with 90% accuracy.


NJCCCS:

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


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?


DO-NOW:

• Students will view on You Tube: “Boogie Woogie Bugle Boy.” Prior to viewing the video, students will be given a copy of the lyrics. Listening carefully to the lyrics, students will discuss their reaction to the lyrics. What do the lyrics convey about America’s involvement in World War II?


Homework:

• Students will write a reflective essay on their experiences both as active members of the debate team as well as by being observers reflecting on the strengths and areas of improvement needed in the debate.

• Students will prepare for a quiz on the material learned thus far from the debate and from information gathered from the information acquired in this unit on America’s decision to drop the atomic bomb.


REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS:

• Review the role of totalitarianism in the post World War I era.

• Review Axis and Allied powers in World War II

• Review the development of World War II.

• Review how totalitarian leaders pushed forward their agenda invading countries in World War II

• Review the reasons why countries go to war.


EXPLANATION:

• Teacher will review the project grading rubric and expectations which was developed collaboratively with the students


• GUIDED PRACTICE: Using a graphic organizer, teacher will assist students in describing some of the major battles of World War II. A Smart Board graphic aid will be utilized for this purpose.

• Two students will be appointed to lead this part of the lesson. One student will facilitate a class wide discussion in which students describe some of the major battles of World War II.

• A second student will write down the notes and ideas generated by students on a suitable Smart Board graphic organizer.

• While the two students are facilitated class, the remaining students will set up a similar graphic organizer in their notebook.

• The teacher will walk around the classroom as the students are taking notes. Thus a (Classroom observation) formative assessment will be utilized.

• In addition, the teacher will engage students in a one on one conversation as necessary to be sure that students understand what it is they are to do. Thus, a (Student Conference) formative assessment will also be utilized.


APPLICATION:• Students will present their power point presentation on the Battles of World War II.• Power point requirements:• Title• Countries fighting in the Battle: both sides• Economic • Government of countries• Famous generals and commanding officers of each country involved in the Battle• Military strategy used• Outcome of Battle: Who won• Costs• Significance of Battle• Bibliography• While the students are presenting, the teacher will walk around the classroom and observe

the students. Thus a (Classroom observation) formative assessment will be utilized.• Throughout the presentations, the teacher will pause and instruct the students to turn to

their partner and in one minute discuss the key features of a given battle based on the presentation which they just witnessed in class. Thus, a (Turn-to-your-partner) formative assessment will be utilized.

• Utilizing an (exit card) formative assessment, the students will be able to analyze at least two major World War II battles, and describe their importance to the war effort.


SYNTHESIS:

• The teacher will assist students in identifying and describing the major arguments for both dropping the atomic bomb and for not dropping the atomic bomb.

• The teacher will assist students in describing the various issues which Truman faced when Japan initially refused to surrender in August of 1945.


PERIOD #1, Section #1&2

• SWAT: Given Henry L. Stimson’s primary reading on the Decision to Drop the Atomic Bomb, students will distinguish the difference between fact and opinion in a memorandum from a primary document: Henry L. Stimson, “The Dropping of the Atomic Bomb,” by identifying and describing at least three statements in the document as being either fact or opinion with 90% accuracy.


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:

• Working in small groups, students will answer the following question: Knowing what you know about the atomic bomb, how can one control its use in the modern world?

• A student facilitator will lead a brief discussion.


• Homework: Students will prepare for a quiz on material learned to date on the Stimson primary document handout. 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 what has previously been taught about the situation in the Pacific just prior to the dropping of the atomic bomb and reflect on the previous debate which occurred in class concerning the dropping of the atomic bomb.

• Review Stimson article and main ideas from having read pp. 9-10.


EXPLANATION:

• The teacher will convey the background to the writing of the memorandum on pp. 10-13 entitled: “Proposed Program for Japan”. This memorandum was written by Stimson to the President talking about the various facts and opinions of dropping the atomic bomb.


GUIDED PRACTICE:

• The teacher will guide the students in reading p. 10-11 of the handout (The Memorandum section only), the first three points of the memorandum and then enter the main idea of each of these three points on a graphic aid utilizing Smart Board Technology distinguishing with each of these points between fact and opinion.

• Two students will be appointed to lead this part of the lesson. One student will facilitate a class wide discussion. A second student will record the information solicited by the groups utilizing a Smart Board graphic organizer.

• While the students are writing down the information acquired from the Smart Board graphic organizer, the teacher will walk around the classroom and observe the students working. Thus an (Observation) formative assessment will be utilized.

• Finally, 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.


APPLICATION:

• Working in the same pairs which the students had during the “Opening Hook Learning” section of the lesson plan, students will read through points 4-6 and find the main idea. They will right it into their graphic organizer and state whether the idea is fact or an opinion. Students will come forward to enter this information on the Smart Board, the graphic aid shown in class. The students will go as far as they can through this exercise in the time allotted: 20 minutes

• After reading silently and taking notes, students will turn to their partner and identify the main idea from what they have read. Thus a (Turn-to-your-partner) formative assessment will be utilized.

• Then a student facilitator will lead a brief discussion class wide in which the facilitator challenges students to identify the main idea from points 4-6 and state whether the idea is fact or an opinion.


APPLICATION:

• As the student facilitator is leading the class in this exercise, the teacher will walk around the classroom and observe the students working. Thus, an (observation) formative assessment will be utilized.


• Utilizing an (Exit card) formative assessment, the students will be able to write down and explain at least three statements in the document as being either fact or opinion.


SYNTHESIS:

The teacher will wrap up the lesson by reminding the students of the role which Stimson had in the government.

AP US HISTORYSWAT:

After reading the primary source, “The Articles of Confederation” and from viewing an excerpt from the PBS Series: “Liberty: Are we to be a Nation,” the students will be able to explain the provisions, strengths and weaknesses of the Articles by highlighting the issue of the articles effectiveness writing and analyzing at least two major provisions, two major strengths and two major weaknesses of this form of government on the new nation with ninety percent accuracy and by choosing at least two historically accurate and significant primary sources to include in the writing of a DBQ Project with ninety percent accuracy.

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?

• To what extent did the Articles of Confederation address the problems faced by the young nation and effectively set up a new government?

AP US HISTORY

• HOMEWORK: The students will read and outline Chapter #6 in their textbook.

AP US HISTORY

DO-NOW

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

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS:

• Teacher will remind students of the events leading up to the Articles of Confederation.

• Teacher will remind students of information from the flipped classroom lecture on Chapter 6.

AP US HISTORY

EXPLANATION:

• Teacher will go over the directions for the unit of Creating Your Own DBQ, with documents, writing a response to those documents and then writing the DBQ Essay.

• Background: Teacher provides historical overview on the development of the Articles of Confederation and the adoption/implementation of state constitutions.

AP US HISTORY

GUIDED PRACTICE:• Working in small groups, students will fill out graphic

organizer on the main tenets of the Articles.• As students are working with their partners, the teacher will

walk around the classroom and observe. Thus, an (observation) formative assessment will be utilized.


• Next, two students will be appointed to facilitate this part of the lesson. One student will lead a class wide discussion in which they prompt students to consider the main tenets of the Articles.

AP US HISTORY

GUIDED PRACTICE:

• A second student will create a graphic organizer similar to the one located at website:

• http://teh.salemstate.edu/LessonPlans/slobodsky/confederation/

• AOC%20graphic%20organizer.pdf• While the students are co-facilitating and writing down the

tenets of the Articles of Confederation, the teacher will walk around and observe the class. Thus an (Observation) formative assessment will be utilized.

AP US HISTORY

APPLICATION;

• The teacher will then pass out the handout entitled:

• “Write Your Own DBQ on the Articles of Confederation.”

• Website: http://teh.salemstate.edu/LessonPlans/slobodsky/confederation/

• DBQ%20activity.pdf

• The teacher will go over the directions to the assignment.

• Next, working in small groups students will answer the following questions. If needed, students will use the laptops and confer with each other on a series of discussion questions:

What is a “confederation”? Why is the phrase “United States in Congress assembled” used

more frequently than “United States of America”?

AP US HISTORY

APPLICATION: Why were states given equal representation in Congress, regardless of

population? How was the national government to be funded? Can you foresee any

potential problems with this? What other economic issues might occur under the Articles?

Why was there no executive under the Articles? Judiciary? In order to make a new law, how many states were required to approve

it? How many states were required to approve any amendments to the

Articles? What are some potential problems with this? How do the Articles represent the needs of the colonists? How were the Articles a reaction to British colonial rule? What did the Articles accomplish?

• After spending about a ½ hour working through these questions, a student facilitator will be appointed to lead a class wide discussion in which students are called on to answer these questions.

AP US HISTORY

APPLICATION:

• A second student facilitator will record the information on a suitable Smart Board graphic organizer.

• Next, students should complete a chart highlighting the successes and weaknesses of the Articles of Confederation.

• Finally, again a student facilitator will be appointed to lead a class wide discussion in which students are prompted to discuss the problems faced by the United States under the Articles of Confederation. A suitable chart will be created on the Smart Board where a second student facilitator will be appointed to write in the information based on student responses. The remainder of the students will copy the information into their notebooks.

• As students are working individually, the teacher will walk around the classroom and observe. Thus, an (observation) formative assessment will be utilized.

AP US HISTORY

APPLICATION:


• Utilizing an (exit card formative assessment), the students will be able to explain the strengths and weaknesses of the Articles by highlighting the issue of the articles effectiveness writing and analyzing at least two major provisions, two major strengths and two major weaknesses of this form of government on the new nation.

AP US HISTORY

SYNTHESIS:

The teacher will assist the students in explaining the strengths and weaknesses of the Articles of Confederation from having read from the primary source and by having viewed the PBS Series: “Liberty: Are we to be a Nation.”

AP US HISTORY

SWAT: Given a document prompt from Paine’s work, The American Crisis, the students will be able to analyze why the patriots won the Revolution by working in groups reading and writing a summary describing at least three reasons for the patriot victory examining the environmental, military, political, diplomatic and ideological reasons for the patriot victory with 80% accuracy.

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 ideals and emerging conceptions of American identity lead to the Declaration of Independence and the development of American institutions?

• What was the immediate and long-term significance of the Declaration of Independence?

• How did the Declaration of Independence shape belief systems and independence movements?

• Why did the rebels win the war for independence?

AP US HISTORY

• HOMEWORK: The students will listen to a flipped classroom lecture on Chapter #6: Making war and Republican Governments.” While reading as well as listening to the flipped classroom lecture, students should take notes.

AP US HISTORY

DO-NOW:

• Under what conditions are revolutions staged and what factors determine the outcome of revolutions?

• Student Led.

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS

• The teacher will review information previously acquired on the factors which contributed to the Declaration of Independence and the causes which led the colonists to rebel.

• The teacher will have the students complete a quick write in which students write about at least three of causes which led the colonists to rebel. A (Quick Write) formative assessment will be utilized for this purpose.

AP US HISTORY

EXPLANATION:

• Teacher will review the flipped classroom lecture on Chapter #6: Making War and Republican Governments.

AP US HISTORY

GUIDED PRACTICE:

• Working collaboratively, the teacher will guide the students in creating a graphic organizer in which the students describe the political, social and economic changes the American Revolution produced and what stayed the same.

• Two students will be appointed to lead this section of the class. One student will lead a class wide discussion asking questions of the students and encouraging their peers to ask questions and posit answers.

• A second student will write down the responses on a suitable Smart Board graphic organizer.

AP US HISTORY

APPLICATION;

• Working individually, students will read a document prompt from The Crisis by Thomas Paine.

• www.ushistory.org/paine/crisis/singlehtml.htm

• Students will answer the following questions:

• What is Paine talking about in the excerpt?

• To what degree is Paine building a convincing argument? How do you know?

• What is Paine’s argument?

AP US HISTORY

APPLICATION:

• 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.

• After about fifteen minutes engaged in this activity, two students will be appointed to lead a class wide discussion. One student will facilitate the discussion among the class while the other will write down information on a suitable Smart Board graphic organizer designed for this purpose.

AP US HISTORY

APPLICATION:

• Again, while the students are working, the teacher will walk around the classroom and observe. Thus an (Observation) formative assessment will be utilized.

• Utilizing an (Exit card) formative assessment, the students will be able to describe at least three reasons for the patriot victory examining the environmental, military, political, diplomatic and ideological reasons for the patriot victory.

AP US HISTORY

SYNTHESIS:

The teacher will assist the students in analyzing why the patriots won the Revolution.

AP US HISTORY

SECOND SWAT:

• After taking notes on a brief lecture on the global impact of the Declaration of Independence, the students will be able to analyze one of the various declaration of independence produced by U.S. states (eg: Texas and South Carolina) or other countries (e.g.: Venezuela, Vietnam, Czechoslovakia, and Liberia) by comparing the United States Declaration of Independence to at least one of the various other declarations examined on-line writing and explaining at least three major similarities or differences between the documents with at least 80% accuracy.


• What was the immediate and long term significance of the Declaration of Independence?

• How did republican and democratic ideals and emerging conceptions of American identity lead to the Declaration of Independence and the development of American political institutions?

AP US HISTORY

• APPLICATION:

• Working individually, and then in small groups, the students will be able to analyze one of the various declaration of independence produced by U.S. states (eg: Texas and South Carolina) or other countries (e.g.: Venezuela, Vietnam, Czechoslovakia, and Liberia) by comparing the United States Declaration of Independence

• While the students are working, the teacher will circulate the classroom. Thus a (Classroom Observation) formative assessment will be utilized.

• In addition, the teacher will engage in a one on one discussion to be sure that students understand what they are to do. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing a (One paragraph) formative assessment, students will write and explain at least three major similarities or differences between the document selected and the Declaration of Independence.

AP US HISTORY

SYNTHESIS:

• The teacher will reinforce the lesson and its objectives reminding students of the importance and rationale for writing the Declaration of Independence.

AP US HISTORY

SWAT: After completing a graphic organizer, the students will be able to read a small excerpt and to formulate an introductory paragraph from the thesis based on a historical excerpt by writing and analyzing at least three major factors which need to be taken into account when writing an introductory paragraph with 80% accuracy.

• CCSS.ELA-LITERACY.W.11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP US HISTORY


• In what way is it important for an introductory paragraph to be in alignment with the thesis statement?

• How is the introductory paragraph an integral part of the essay?

AP US HISTORY

HOMEWORK: Students will begin to study for their test on Chapters 4 and 5.

AP US HISTORY

DO-NOW:

• Working in small groups, students will list the factors which need to be taken into account when developing an introductory paragraph.

• Student led.

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS

• Review the writing of the thesis statement.

• Review the You Tube video clip on writing of a thesis statement

• http://www.youtube.com/watch?v=5HePQWodWiQ

AP US HISTORY

EXPLANATION:

• Teacher will present a You Tube video clip on how to develop an introductory paragraph. http://www.youtube.com/watch?v=clPtbFT23Bs

• Teacher will present a second You Tube video clip on how to develop an introductory paragraph.

• http://www.youtube.com/watch?v=bgCujqVW-8E&feature=related

AP US HISTORY

GUIDED PRACTICE:

• Using a graphic organizer, teacher will assist students in listing the major points which need to be considered when developing an introductory paragraph. Smart Board technology will be utilized for this purpose.

• Two students will be appointed to lead this part of the lesson. One student will facilitate a class wide discussion in which students share out their ideas listing the major points which need to be considered when developing an introductory paragraph.

• A second student will write down the notes and ideas generated by students on a suitable Smart Board graphic organizer.

• While the two students are facilitated class, the remaining students will set up a similar graphic organizer in their notebook.

• The teacher will walk around the classroom as the students are taking notes. Thus a (Classroom observation) formative assessment will be utilized.

AP US HISTORY

• APPLICATION;

• Working individually, students will be given a topic. Next, students will practice writing introductory paragraphs starting with the hook or topic sentence and funneling out to the thesis statement.

• Anchor chart to be created.

• While the students are practicing writing their introductory paragraphs, the teacher will walk around the classroom and observe the students. Thus a (Classroom observation) formative assessment will be utilized.

• In addition, the teacher will engage students in a one on one conversation to ensure their understanding of the lesson. Thus a (Student Conference) formative assessment will also be utilized.

AP US HISTORY

APPLICATION:

• Utilizing an (exit card) formative assessment, the students will analyze the three major parts to the Introductory paragraph

• Grab Reader’s attention

• Narrow reader’s focus

• Thesis statement

• Students will describe how the “funnel” approach enables the writer to address each of the three major parts of the Introductory paragraph.

AP US HISTORY

SYNTHESIS:

The teacher will assist students in a further understanding of the important role an introductory paragraph plays to the overall development of an essay.

AP US HISTORY

SECOND SWAT:

• After taking notes on a brief lecture on the global impact of the Declaration of Independence, the students will be able to analyze one of the various declaration of independence produced by U.S. states (eg: Texas and South Carolina) or other countries (e.g.: Venezuela, Vietnam, Czechoslovakia, and Liberia) by comparing the United States Declaration of Independence to at least one of the various other declarations examined on-line writing and explaining at least three major similarities or differences between the documents with at least 80% accuracy.


• What was the immediate and long term significance of the Declaration of Independence?

• How did republican and democratic ideals and emerging conceptions of American identity lead to the Declaration of Independence and the development of American political institutions?

AP US HISTORY

• APPLICATION:

• Working individually, and then in small groups, the students will be able to analyze one of the various declaration of independence produced by U.S. states (eg: Texas and South Carolina) or other countries (e.g.: Venezuela, Vietnam, Czechoslovakia, and Liberia) by comparing the United States Declaration of Independence

• While the students are working, the teacher will circulate the classroom. Thus a (Classroom Observation) formative assessment will be utilized.

• In addition, the teacher will engage in a one on one discussion to be sure that students understand what they are to do. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing a (One paragraph) formative assessment, students will write and explain at least three major similarities or differences between the document selected and the Declaration of Independence.

AP US HISTORY

SYNTHESIS:

• The teacher will reinforce the lesson and its objectives reminding students of the importance and rationale for writing the Declaration of Independence.

Documents

SWAT’S FOR NOVEMBER 17, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON