SWAT’S FOR NOVEMBER 19, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

SWAT

’S F

OR NOVEM

BER 19,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

GREAT TRIALSPERIOD #1 SECTION #2 GREAT TRIALS

SWAT:

• PERIOD #1: GREAT TRIALS SECTION #1 and 2:

• SWAT: After having viewed an instructional power point on the Boston Massacre, the students will be able to explain the events leading up to this event by beginning to create a newspaper indicative of the period writing and analyzing at least three causes in the form of news stories 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?

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.

• In addition, the teacher will check in with students to ensure their understanding. Thus a (Student conference) formative assessment will also 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 #6 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 create a chart analyzing the reasons which Henry Stimson gives for using the atomic bomb by explaining at least four reasons he gives to support his argumentation with 90% accuracy in preparation for the upcoming Socratic Circle.


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?


Homework:

• Students will prepare for a Socratic Circle on Henry L. Stimson’s article: “The Decision to Drop the US Bomb.”

• Students should continue to prepare for a Socratic Circle based on the Stimson primary document handout. Socratic Circle will be conducted in class on Friday, November 21st.

• Students can read the article on-line at:

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


EXPLANATION:

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

US HISTORY 2• APPLICATION

• The teacher will instruct the students to continue reading Stimson’s article: “The Decision to Drop the US Bomb.”

• Website link:

• https://www.asian-studies.org/eaa/11-1-Supplemental/StimsonHarpers.pdf

• The students will create a chart analyzing the reasons which Henry Stimson gives for using the atomic bomb by explaining at least four reasons he gives to support his argumentation. Thus a (Web/Concept Map) formative assessment will be utilized.

• As the student’s are completing their chart, the teacher will walk around the classroom and observe the students working. Thus, an (observation) formative assessment will be utilized.

•

US HISTORY 2• In addition, the teacher will check in with students to ensure their understanding. Thus a

(Student conference) formative assessment will also be utilized.

• After students are finished working through their chart, the students should continue to work on preparing for their Socratic Circle on Henry L. Stimson’s article: “The Dropping of the Atomic Bomb.” Socratic Circle to occur in class on Friday.

• The students will continue preparing for the Socratic Circle exercise based on the following questions:

• 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?

•

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

•

US HISTORY 2

• 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?

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

•


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.

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

• Given the following primary sources: “A Little Rebellion Now and Then is a Good Thing: A Letter from Thomas Jefferson to James Madison” and “From George Washington to James Madison, 5 November 1786,” the students will be able to compare the assessments of the Constitutional Convention offered by Thomas Jefferson and George Washington by explaining and evaluating at least three of their arguments in writing and in preparation for a Socratic Circle with at least eighty 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

APPLICATION:

• Working in small groups, the students will prepare for their Socratic Circle in which they compare the primary work of Thomas Jefferson and George Washington to James Madison.

• After working both in small groups and individually, students will begin to formulate responses to the following questions which will be the launching point for tomorrow’s Socratic Circle:

Documents

SWAT’S FOR NOVEMBER 19, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON