SWAT’S FOR SEPTEMBER 16, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

SWAT

’S F

OR SEP

TEMBER

16,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

AMERICAN HISTORY II (HONORS)

SWAT:

• Given instruction and after reading primary sources, the students will be able to discuss the causes of the Great Depression listing and describing at least two causes with ninety percent accuracy.

NJCCCS: 6.1.12.A.9.a: Analyze how the actions and policies of the United States government contributed to the Great Depression.

AMERICAN HISTORY II HONORS

SWAT:

Given instruction and after completing a graphic organizer, the students will be able to explain the culture of the Depression years in art, literature and music, and evaluate the government’s role in promoting artistic expression by describing at least two ways by which the culture of the Depression years and the government’s role perpetuated artistic expression with ninety percent accuracy.

NJCCCS: 6.1.12.A.9.a: Analyze how the actions and policies of the United States government contributed to the Great Depression.

AMERICAN HISTORY II (HONORS)

ESSENTIAL QUESTIONS:

• What were the causes of the Great Depression?

• How are present events related to past ones?

• What caused the most severe economic crisis in American history?

• How much should a business be regulated in a democratic society?

• Did the policies of the New Deal promote greater economic and political opportunity for the American people?


DO-NOW:

• Students will be instructed to turn to page 400 in their textbook. Looking at the picture, students will describe what they see and what the cartoon depicts.

•

• A student facilitator will lead a brief discussion.

Timer Set: 2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)


HOMEWORK:

• Students should read Chapter #33: The New Deal and Its Legacy, pp. 412-425 and take notes in outline form on the chapter.


LESSON CONNECTIONS:

• Review events which occurred in early twentieth century and especially events which led up to the Great Depression.

• Review Chapter 30 Homework

• Review Chapter 32 Homework

• Students will share what Social Security is, how it can to be and the purpose of the program.

• Students will share their reflections on what they learned from having viewed the instructional power point on the Great Depression and having taken notes. Instructional power point on my website. Instructional power point entitled: ““America The Great Depression use in class on September 8, 2014.”

TIMER SET: 10 Minutes


EXPLANATION:

• Teacher will show excerpts from a video on The Great Depression. Video link: http://www.youtube.com/watch?v=VpKmfjf5tUk

• Teacher will show excerpts from a video on the arts, and literature of The Great Depression. Video link:

• http://www.youtube.com/watch?v=v2ooI62ghQM


GUIDED PRACTICE:

• Using a graphic organizer, both teacher and students will list the causes of the Great Depression and how they were handled by the government.

• One student will facilitate a discussion class wide asking their peers for their input concerning the origins and causes of the Great Depression.

• A second student will be appointed to write the information on a suitable graphic organizer employing Smart Board Technology.

• The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

Timer Set: 16 Minutes


GUIDED PRACTICE

• Using a graphic organizer, students will list the impact of

• The Great Depression on America. Smart Board Technology graphic organizer will be utilized for this purpose.

• One student will facilitate a discussion class wide asking their peers for their input concerning the impact of the Great Depression on America.

• A second student will be appointed to write the information on a suitable graphic organizer employing Smart Board Technology.


AMERICAN HISTORY I HONORS

APPLICATION

• Working in small groups, students will answer the following questions based on viewing the video.

• What images does the video convey?

• How did people deal with the economic problems of the Great Depression?

• What do you think the role of government should be in dealing with these issues?

• A student facilitator will lead a brief discussion eliciting the answer to each of the above questions.

• A second facilitator will write down the responses to each of the above questions on the Smart Board utilizing Smart Board technology. While this is occurring, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

• The remaining students will copy the information into their notebooks.



APPLICATION:

The students will read the handout: “What Caused the Great Depression?” . After reading it, students will meet in small groups to discuss.

Key questions to consider:

1. How does this chart differ from the business cycle drawing in the Background Essay?

2. According to Document 1, between what years did the United States business cycle experience its greatest fail and rise? What event marks the fall? What event marks the rise? War is a terrible thing. How can war end a depression?

3. Were there any fluctuations in the business cycle within the Depression?

AMERICAN HISTORY HONORS

APPLICATION:

The teacher will instruct the students to read Document 2: John T. Raskob

After reading students will again meet in groups to discuss:

Is there any way in which an article like Raskob’s could have helped cause the Depression?

At $15.00 a month, what annual investment was Raskob recommending? Who does Raskob say should be capable of these savings?


DOCUMENT 3: New York Times Headline

Students will read the headline. Working in groups, students will consider whether the stock market crash was a cause or an effect of the Depression. John Kenneth Gailbraith argues that the stock market reflects the economy; it does not drive it. On the other hand, economics is something of a mind game. What people believe helps to shape economic events. Otherwise, why bother today with a consumer confidence indicator? Is it possible that a sharply falling stock market could contribute to a depression?

Students will consider these questions in groups:

1. If the stock market falls, what happens to capital investment by businesses? Why?

2. If the stock market falls, what happens to spending by rich people? Why?

3. If the market falls, what happens to spending by poor people? Why?


APPLICATION:

After reading Unemployment figures in Document 4, students will work in small groups and compare unemployment figures during the Great Depression with unemployment today.

Students will consider: Were high unemployment figures simply an effect of the Depression or were they also a cause?


APPLICATION:

Utilizing an (exit card) formative assessment, students will be able to list at least two ways in which the culture of the Depression years was impacted by the evolution of art, literature and music.


SYNTHESIS:

• The teacher will assist students in describing the causes of the Great Depression.

• The teacher will assist students in explaining the culture of the Depression years in art, literature and music, and evaluating the government’s role in promoting artistic expression.


THE GREAT TRIALS

SWAT:

• Given instruction and after completing a graphic organizer, the students will be able to describe court room procedures using students’ prior knowledge and experience as a basis for understanding and by listing and describing at least two court room procedures and two laws which have changed over the last decade identifying the reasons for the change with ninety percent accuracy.

• Given instruction and after completing a graphic organizer, the students will be able to identify the major steps in a trial process and list alternative ways to settle disputes other than a trial by listing at least two major steps in the trial process and two alternative ways to settle disputes other than a trial with eighty percent accuracy.

NJCCCS: 9.3.46.2.8.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.

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:

• Discusswhat a dispute is and recall a time in their life when they were party to a dispute. How was the dispute settled?

• 2 Minutes students pan out

• 2 Minutes panning out (Student facilitator leads class discussion)

• Or

• Students will create their own Do-Now. The teacher will select one from those submitted which will form the basis of today’s Do-Now.

• 2/2/2: two minutes to create; two minutes for pariing and 2 minute discussion.

Student led.

THE GREAT TRIALS

HOMEWORK:

• Students will prepare for a quiz on material learned to date.

• Students will begin reviewing for their first unit test to be given on Friday, September 19th.

THE GREAT TRIALS

LESSON CONNECTIONS:

Review criminal court procedures learned thus far

Review “Law and Order” TV series excerpt observations

Review parties in a court case

Quiz


THE GREAT TRIALS

EXPLANATION:

The teacher will show a You Tube video clip entitled: “High School Mock Trial” http://www.youtube.com/watch?v=ka67f2odsp0&playnext=1&list=

• PLF3DEFFA4850A75A5&feature=results_video


THE GREAT TRIALS

GUIDED PRACTICE:

• Using a graphic organizer, the teacher will assist the students in listing the major steps in conducting a mock trial.

• 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 lead a class wide discussion in which both teacher and students list the major steps in conducting a mock trial.

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

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

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


THE GREAT TRIALS

APPLICATION:

• Working individually, students will be shown an episode of the TV show Law and Order entitled: “Law and Order: Special Victims Unit Strange Beauty” http://www.hulu.com/watch/359849#i0,p290,d0

• As students view the episode they will create a map of the criminal trial procedure tracing the process from arrest to indictment to bail hearing to trial, to verdict to possible appeal.

• Upon finishing the viewing of the various selected clips of Law and Order, students will discuss in groups what they observed about the criminal trial procedure.

• Next, a student facilitator will lead a brief discussion based on the series of episodes seen of “Law and Order.” The student facilitator will ask questions concerning the criminal trial procedure which students observed.

THE GREAT TRIALS

APPLICATION


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

• Utilizing an (exit card) formative assessment, the teacher will ask the students to list and describe at least one major court room procedure using their prior knowledge and experience of the legal system.

THE GREAT TRIALS

APPLICATION:

• Then:

• Think/Pair/Share Question:

• Should professional discretion be allowed in the criminal justice system? What are the pros and cons of discretion exercised by police, judges, prosecutors, probation officers?

• After students have had a few minutes to think through the question, they will discuss with their partner their feelings on the questions stated above.

• A student facilitator will lead a brief discussion following the paired discussion. The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.


THE GREAT TRIALS

APPLICATION:

• The teacher will distribute a handout #1 on the Trial Process

• http://www.courts.wa.gov/education/

• lessons/?fa=education_lessons.dspPlan&plan=TrialProcess#HO1

• Students will take turns reading over handout #1 on the Trial Process.

• Students will then be given handout #2 on the Trial Process

• http://www.courts.wa.gov/education/

• lessons/?fa=education_lessons.dspPlan&plan=TrialProcess#HO1

• Working individually students will complete handout #2 on the Trial Process.

• A student facilitator will lead a brief discussion on the Trial Process.

• Students will be asked: What are three kinds of evidence are admissible in a criminal trial?

THE GREAT TRIALS

APPLICATION:

• Distribute hand-out 4 from the website: http://www.courts.wa.gov/

• education/lessons/?fa=education_lessons.dspPlan&plan=TrialProcess#HO1

• Students will be given the task to begin completing the exercise which Comp asks students to list the correct order of processes in a criminal trial.

• Explain to students that they will be examining 10 different important criminal trials in the course of the semester. The procedures that we have been studying may vary to even to a great degree as we examine criminal trials in different eras, societies, and jurisdictions.

THE GREAT TRIALS

APPLICATION:

• Utilizing an (exit card) formative assessment, the teacher will ask the students to list and describe one major court room procedure using their prior knowledge and experience of the legal system.

• As the student facilitator is leading a brief discussion, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.


• Utilizing an (exit card) formative assessment provided to them in class, students will list two major steps in the trial process. In addition, students will list two alternative ways to settle disputes other than a trial.

THE GREAT TRIALS

SYNTHESIS:

• The teacher will assist students in describing court room procedures using students’ prior knowledge and experience as a basis for understanding.

• The teacher will assist students in listing laws which have changed over the last decade and describe the reasons for the change.


AP US HISTORY

SWAT:

• After having read about preparing for the AP US Exam, and given instruction, the students will be able to identify the key political, economic and religious systems of Native Americans, Europeans and Africans and how cultural diffusion and assimilation became key variables to the development of these peoples and how culture and civilization were heavily impacted by these variables by listing and describing at least two ways in which this change transformed western civilization and impacted the development of the Americas with 90% accuracy.

NJCCCS: 6.1.8.A.1.a; 6.1.8.D.1.b; 6.1.12.C.1.a

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?

AP US HISTORY

DO-NOW:

• How does primary readings help us to better understand the cultural dynamics of a historical period? Cite specific examples.

Timer Set: 2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)

AP US HISTORY

HOMEWORK:

• Review homework assignment:

• Students complete essay. Essay rubric attached.

• Students will begin to pre-write their essays (one of which will be selected by the teacher for the upcoming test tentatively scheduled for Thursday) by formulating an outline utilizing a graphic organizer on each of the following four essays:

AP US HISTORY

HOMEWORK:

Possible essay questions:

• 1. Compare and contrast the main characteristics of traditional European society and West African society in about the year 1400. How were each similar to and different from Native American societies, and what factors account for the differences?

• 2. How did Europeans make the transition from barbarians to world leaders who could extend their influence into Africa and across the Atlantic to conquer the Americas in the two-hundred-year period between 1300 and 1500?

• 3. Compare and contrast the role of religious ideas and practices in Europe, Africa, and American societies in the 1400s. To what degree did religion benefit ordinary people? In what ways did it create suffering?

• 4. Explain the role of coerced labor in European, African, and American societies in the beginning of the second millennium A.D. How did Europe’s relationship with slavery change between 1400 and 1600? What accounted for the changes?

AP US HISTORY

LESSON CONNECTIONS:

Review homework assignment: America’s History for the AP Course, pp. 32-36 outlining the major points in Chapter 1: “Colliding Worlds, 1450-1600”. Outline will be collected next class period.

Review homework assignment: Students will answer the “Terms to Know” on page 37 and come prepared to class with answers from both the “Key Concepts and Events” section of the review as well as the “Key People” review section located on page 37 in the chapter.

TIMER SET: 10 Minutes

AP US HISTORY

EXPLANATION:

• Teacher will have students view the video entitled: “Author’s preview video for Chapter #1: Colliding Worlds”

• Teacher will have students read Document 1-1: Thomas Hariot, A Briefe and True Report of the New Found Land of Virginia (1588).

• Teacher will have students read Document 1-3: “Columbus Encounters Native Peoples: Christopher Columbus, Journal of the First Voyage (1492)

• Teacher will have students read Document 1-4: Bartolome De las Casas, “A Brief Account of the Destruction of the Indies (1552).


AP US HISTORY

EXPLANATION:

Teacher will discuss patterns of trade and Sacred Power among the native North Americans.

AP US HISTORY

GUIDED PRACTICE:

• Using a graphic organizer, students will list and describe how the Algonquin Indians’ religious beliefs.

• A student facilitator will be appointed to lead a classwide discussion after students have finished pairing and sharing their ideas in groups. Thus a (Pair-Share) formative assessment will be utilized.

• Additionally, the teacher will walk around the classroom and observe students individually as they work in their groups. 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.

• The teacher will walk around the classroom and observe. Thus, an (Observation) formative assessment will be utilized.

AP US HISTORY

GUIDED PRACTICE:

• Using a graphic organizer, the teacher will assist the students with listing and describing the native peoples who Columbus discovered and how these people shaped his attitudes and worldwide view.




AP US HISTORY

GUIDED PRACTICE:

• Using a graphic organizer, the teacher will assist the students with listing and describing how Bartolome De las Casas’ encounter with the Spaniards shaped his beliefs and attitudes on slavery and its cruelties.




AP US HISTORY

GUIDED PRACTICE

Using a graphic organizer, the teacher will assist the students with listing and describing how patterns of trade and sacred power were important factors in explaining Native American behavior. A Smart Board graphic organizer will be utilized for this purpose.

A student facilitator will be appointed to lead a classwide discussion after students have finished pairing and sharing their ideas in groups. Thus a (Pair-Share) formative assessment will be utilized.



AP US HISTORY

GUIDED PRACTICE:




AP US HISTORY

APPLICATION:

• Working individually and then in small groups, students will discuss the answer to the following two comprehension questions based on having read Document 1-4: “Bartolome De las Casas, “A Brief Account of the Destruction of the Indies (1552):”

• How does Las Casas characterize the native peoples he writes about?

• How does his description compare to those provided by Hariot (Document 1-1) and Columbus (Document 1-3)?

• After a few minutes of discussion in groups, a student facilitator will lead a brief discussion challenging the students to tease out the implications behind the answers to each of these questions.

AP US HISTORY

APPLICATION:

• While the students are discussing their responses, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

• The teacher will engage students in a one on one conversation to check individually for learning and understanding. Thus a (Student Conference) formative assessment will be utilized.

• If time allows, students will read primary reading: 1.5,

• Huejotzingo Petitions the Spanish King for Relief, Council of Huejotzingo, Letter to the King of Spain (1560) and Document 1.6: Debating the Morality of Slavery, Brother Luis Brandaon, Letter to Father Sandoval (1610)

AP US HISTORY

APPLICATION:

• As they read the students should write down their response to the following questions:

• Document 1.5: Council of Huejotzingo, Letter to the King of Spain (1560)

• What arguments does the Council believe would be convincing to the Spanish king?

• What does this petition reveal about the extent to which European colonization and domination had affected indigenous culture?

AP US HISTORY

APPLICATION:

Document 1.6: Debating the Morality of Slavery questions:

• How does Brandaon attempt to calm Sandoval’s anxiety about the slave trade?

• What does this letter tell you about the extent of the slave trade by the early seventeenth century?

• What evidence of the Church’s role in debates over slavery does this document provide?

AP US HISTORY

APPLICATION:

• Upon conclusion a student facilitator will lead a class wide discussion in which students answer each of the questions of Document 1.5 and Document 1.6 above.

• Utilizing an (exit card) formative assessment, students will be able to list and describe at least one way in which Las Casas characterize the native peoples he writes about? and in a sentence or two compare Las Casas to Hariot’s and Columbus’ characterizations.

• Utilizing a one paragraph summative formative assessment, students will compare each of the articles which they read today and how it shaped individual behavior and attitudes concerning the various cultures and indigenous people which were encountered.

AP US HISTORY

APPLICATION:



• Utilizing an (exit card) formative assessment, students will be able to list and describe at least one way in which Hariot describes and explains how the Algonquin Indians’ religious beliefs impacted the culture and civilization of the Native American people.

AP US HISTORY

APPLICATION:

• Working individually and then in small groups, students will discuss the answer to the following two comprehension questions based on having read Document 1-3: “Columbus Encounters Native Peoples,” Christopher Columbus, Journal of the First Voyage (1492).

• Why do you think Columbus focused on these details about the natives he encountered?

• Besides riches, what motivation for exploration can you see in Columbus’s account of his meeting with the natives?

• After a few minutes of discussion in groups, a student facilitator will lead a brief discussion challenging the students to tease out the implications behind the answers to each of these questions.

•

AP US HISTORY

APPLICATION



• Utilizing an (exit card) formative assessment, students will be able to list and describe at least one way in which Columbus’ journal entry reflects his encounter with the Natives and how this encounter shaped his attitudes and worldwide view.

AP US HISTORY

SYNTHESIS:

The teacher will assist students in identifying and describing how culture and civilization changed as a result of cultural diffusion

The teacher will assist students in identifying and describing how culture and civilization changed as a result of cultural diffusion and the impact of the Algonquin Indians on civilization and culture of the time.

The teacher will assist students in identifying and describing how culture and civilization changed as a result of cultural diffusion and the impact of Columbus’ encounter with the Natives and how this encounter shaped his attitudes and worldwide view.


AP US HISTORY

SYNTHESIS:

The teacher will assist students in identifying and describing how culture and civilization changed as a result of cultural diffusion and the impact of the various encounters reflected in the primary readings.

Documents

SWAT’S FOR SEPTEMBER 16, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON