SWAT’S FOR OCTOBER 1, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

SWAT

’S F

OR OCTO

BER 1,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

AMERICAN HISTORY II HONORSSWAT:

• Given a graphic organizer and instruction, the students will be able to describe the causes of the rise in totalitarianism in Europe after World War I and the causes which brought about World War II by analyzing and explaining at least three of these causes in a power point presentation with 80% accuracy.

NJCCCS:

• 6.1.12.D.11.a: Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s.

• 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.

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

•

AMERICAN HISTORY II HONORS

SWAT:

Given a graphic organizer, the students will be able to evaluate the pros and cons of American neutrality during World War II preparing for a Socratic Circle by analyzing at least two advantages and two disadvantages of American neutrality during World War II with 80% accuracy.

STANDARDS:

• 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.D.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.

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

AMERICAN HISTORY II (HONORS)

ESSENTIAL QUESTIONS:

• What were the causes of World War II?

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


DO-NOW:

• Students will gather into their groups to work on finishing touches before presenting.

Timer Set:

2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)


SECONDARY DO-NOW:

Working in groups, students will discuss/address the following question: Think of the war in Afghanistan and Iraq. What are the pros and cons of American involvement in the war? Is it merely to fulfill the mission of former President George Bush who stated that we were waging a war on terrorism? How is the war on terrorism different from World War II? Explain.


HOMEWORK:

• Quiz on material learned thus far in the class next class period.

• Students will continue to read Weber’s work:

• “The Good War Myth of World War II”

• http://www.ihr.org/news/weber_ww2_may08.html

• and prepare for a Socratic Circle to be conducted in class on Thursday, October 2nd.

• Students will explore the tumultuous relationship between Native Americans and other white groups blossomed throughout time culminating in the issues of World War II to reign freedom globally. This will be accomplished by having students write an essay in which they compare and contrast each of these groups and time periods with the theme of respect.


LESSON CONNECTIONS:

• Review how economics and the Great Depression brought about a rise in totalitarian dictators globally.

• Review events prior to the 1930’s which led to a rise in totalitarian dictators.

• Review the causes of World War II

• Set up anchor chart on key components to take into account when presenting a power point in class

TIMER SET: 10 Minutes


EXPLANATION:

• Teacher will remind students of power point expectations. Grading rubric for power point will be reviewed.

• Teacher will review with students’ expectation for Socratic Circle exercise including the grading rubric. Socratic Circle on formulating an opinion on American involvement in World War II to occur in class on October 2nd.

• Teacher will show a You Tube video clip on American involvement in World War II entitled: “In Defense of World War II” http://www.youtube.com/watch?v=isAu6TteFjI

AMERICAN HISTORY II HONORSGUIDED PRACTICE:

• Using a graphic organizer, teacher will assist students in creating a T-Chart on the pros and cons of American neutrality during World War II. A Smart Board graphic organizer 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 pros and cons of American neutrality during 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.

Timer Set: 16 Minutes

AMERICAN HISTORY I HONORS

APPLICATION

• Working in groups, students will present verbally their power points on one of the totalitarian regimes during the 1920’s and 1930’s.

• Students will include the following information in their power point.

• Title

• Country

• Ruler/Dictator

• Form of government

• How did World War I affect your country?

• What conditions led to the collapse of the old government?

• Who supported totalitarian leaders and why?

• How did their dictator seize power?

• What reforms did the dictator bring about?

• Bibliographic sources utilized


APPLICATION:

• Students will prepare to share their power points with the class for a grade starting on Thursday, September 25th.

• While the students are beginning to research on-line, 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 in a one on one conversation with students as needed. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing an (exit card) formative assessment, students will identify at least three of the major causes of World War II and how it also caused a rise in totalitarianism in Europe after World War I.


APPLICATION:

• Students will continue to research and prepare for a Socratic Circle on formulating an opinion concerning American involvement in World War II.

• Socratic Circle scheduled to occur on Thursday, October 2nd. In preparation for the Socratic Circle, students will be instructed to begin reading: “The Good War Myth of World War II” written by Mark Weber

• http://www.ihr.org/news/weber_ww2_may08.html


APPLICATION:

• As the students read the scholarly essay, they should take notes. While the students are reading, 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 in a one on one conversation with students as needed. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing an (exit card assessment), the students will analyze at least two advantages and two disadvantages of American neutrality during World War II with 80% accuracy.


SYNTHESIS:

• The teacher will assist students in describing how totalitarianism changed the behavior of countries during World War II.

• The teacher will assist students in evaluating the pros and cons of American neutrality during World War II.


THE GREAT TRIALS

SWAT

After completing a graphic organizer and given a primary source entitled Plato’s Apology, the students will be able to explain why the Trial of Socrates had important repercussions in Ancient Greece by describing at least three ways in which the Trial was significant with eighty percent accuracy.

• NJCCCS: 6.2.8.A.3.e: Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system.

• 6.1.4.A.9: Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.

• 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.

THE GREAT TRIALS

ESSENTIAL QUESTION:• Is the trial process a fair one that protects the defendant

and the people?

• What if any modifications should be made in the trial process to make it fairer or more equitable?

THE GREAT TRIALSDO-NOW:

• Working in groups, students will discuss how trials come about? Students should select a trial which they are familiar with and speak to what they know about the trial itself. Students should speak to laws which they believe were violated in the trial which they chose?

• A student facilitator will lead a brief discussion.

• OR

• Working in groups, students will discuss the important points which should be kept in mind when performing a skit. An anchor chart to follow.

• A student facilitator will lead a brief discussion.

• TIMER SET: 4 Minutes

THE GREAT TRIALS

HOMEWORK:

• Students will finish reading the account of the trial and death of Socrates

• The Apology

• http://classics.mit.edu/Plato/apology.html

• Students will distinguish between disrespect based on race and compare it to disrespect based on ignorance as it applies to the Trial of Socrates. This will be accomplished by having students write a short response in which they compare and contrast how ignorance applied to the Trial of Socrates and how it applies today when it comes to issues of disrespect.

• Students will prepare for a skit next class period.

THE GREAT TRIALS

LESSON CONNECTIONS:

• Review importance of freedom of speech and the trial of Socrates

• Review important points in trial and death of Socrates

• Review important points from having read Plato’s Apology

• http://classics.mit.edu/Plato/apology.html

• Creation of an anchor chart outlining the characteristics which need to be taken into account when participating in a skit.


THE GREAT TRIALS

EXPLANATION:

• Teacher will go over the rubric governing the grading of the Trial of Socrates Skit which will be created collaboratively with the students.

• Timer Set: 10 Minutes

THE GREAT TRIALSGUIDED PRACTICE:

• Utilizing a graphic organizer, the teacher will assist the student in llisting the important factors which need to be taken into account when creating a viable rubric for their upcoming skit on the Trial of Socrates.

• Two students will be appointed to lead this part of the lesson. The first student will engage the class in a class wide discussion calling on students to list the the important factors which need to be taken into account when creating a viable rubric.

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

• The remaining students will write down the information in their notebooks.

• During this section of the lesson, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.

Timer Set: Minutes

THE GREAT TRIALS

GUIDED PRACTICE:

• The teacher will assist the students in answering the following questions based on the You Tube excerpt: “Plato: The Apology”

• What is Socrates accused of?

• Who is the Oracle and what is the role of the Oracle?

• Why does Socrates go to the Oracle?

• What does Socrates conclude from the experience?

• Two students will be appointed to lead this part of the lesson. The first student will engage the class in a class wide discussion calling on students to answer the above questions.

THE GREAT TRIALS

GUIDED PRACTICE:

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

• The remaining students will write down the information in their notebooks.

• During this section of the lesson, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.

THE GREAT TRIALS

APPLICATION:

• The teacher will have the students gather into their groups to begin to work on creating a skit for the Trial of Socrates.

• As students gather into their groups to begin work on their skit both in developing their parts, brainstorming and writing up the script (in which all students will participate in this endeavor) , the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.

• In addition, the teacher will engage students in a conversation, as needed; to be sure students understand expectations. Thus, a (Student Conference) formative assessment will also be utilized.

THE GREAT TRIALS

APPLICATION:

• Before participating in this activity, students with the aid of the teacher will create a rubric governing the grading of the following activity:

• The students will script and prepare to act out a scene in which Socrates is initially confronted with the charges brought against him. Who would be present? How might Socrates react? What happens next?

• While students are beginning to prepare for the activity, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.

• In addition, the teacher will engage in a one on one conversation with students. Thus a (Student Conference) formative assessment will be utilized as needed.

• Utilizing an (exit card) formative assessment, students will explain at least two major problems which Socrates faced from his trial and one major conclusion which Socrates reaches as a result of his trial.

THE GREAT TRIALS

SYNTHESIS:

• The teacher will assist the students in explaining why the Trial of Socrates had important repercussions in Ancient Greece and the significance of the Trial.

• The teacher will assist the student in discussing the intricacies of the trial of Socrates as well as the Grecian legal system, its laws and authority to better understand the plight of Socrates and his followers.


AP US HISTORY

SWAT:

• After analyzing primary documents, the students will be able to identify and describe how European migrants transferred familiar patterns and institutions to their colonies in the Americas and how this created new American worlds by completing their chapter test comparing and contrasting at least three differences with a rubric score of at least 46 out of 54 and a multiple choice score of at least 80 out of 100 percent.

AP US HISTORY

SWAT:

Given primary documents, the students will be able to explain the methods Penn used to attract settlers to his colony by reading and writing about methods describing at least two of them and by comparing the values of Puritans with Quakers with 90% accuracy.

AP US HISTORY

• STANDARDS:

• NJCCCS: 6.1.12.A.1.a: Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government.

• 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

ESSENTIAL QUESTION:

• How did the political, economic, and religious systems of Native Americans, Europeans, and Africans compare, and how did things change as a result of contacts among them?

• In what ways did European migrants transfer familiar patterns and institutions to their colonies in the Americas, and in what ways did they create new American worlds?

• How did Native Americans adapt to the growing presence of Europeans among them?

AP US HISTORY

DO-NOW:

• Working in groups, the students will create their own Do-Now. The teacher will select from one submission which will form the Do-Now for the class period.

• Student led.

TIMER SET: 4 MINUTES

AP US HISTORY

HOMEWORK:

• Utilizing the “flipped classroom” model, students will access my website and view a power point presentation on Chapter #3: “The British Atlantic World 1660-1750” outlining and taking notes from the power point.

• Students should come prepared for a quiz. Students should complete the two handouts found on http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Frame_Govt.pdf

• http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Charts717-01.pdf

AP US HISTORY

LESSON CONNECTIONS:

• The teacher will review yesterday’s test.

• The teacher will review information which students acquired from having read and listened to the lecture on Chapter #3 posted to my website.

TIMER SET: 10 Minutes

AP US HISTORY

EXPLANATION:

• Teacher will go over the evolution of colonies to empires from 1600-1713. The teacher will discuss proprietorships, Quakers and the Navigation Acts.


AP US HISTORYGUIDED PRACTICE:

• Using a graphic organizer, the teacher will assist the students in creating a suitable graphic organizer in which the students describe the problems which plagued the New England and Chesapeake colonies.

• Two students will co-facilitate.

• One student will lead a classwide discussion in which students describe the problems which plagued the New England and Chesapeake colonies.

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

• While the students are working in groups and during the class wide discussion, the teacher will walk around the classroom and observe students individually as they work in their groups. Thus, an (Observation) formative assessment will be utilized.

• The teacher will engage students, as necessary, in a one-on-one conversation to check for understanding. Thus a (Student Conference) formative assessment will be utilized.

AP US HISTORY

APPLICATION:

• Working individually, the students will examine primary sources in a guided discussion on William Penn’s ideas for English settlement of the Middle Colonies. Students will analyze the source entitled: “William Penn’s Peaceable Kingdom” .

• Working in small groups, students will then analyze the source and the chronology of the settlement. Students will discuss Quaker values and compare them to the values of Puritans.

• 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

APPLICATION:

• Utilizing a (paragraph) formative assessment, drawing on their text and primary readings, the students will be able to explain the methods Penn used to attract settlers to his colony by reading and writing about methods describing at least two of them and by comparing the values of Puritans with Quakers.

•

AP US HISTORY

SYNTHESIS:

• The teacher will assist students in identifying and distinguishing between the values of Puritans and Quakers.


Documents

SWAT’S FOR OCTOBER 1, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON