SWAT’S F

OR OCTOBER

10,

2014UNITE

D STATES HISTO

RY II HONORS

THE G

REAT TR

IALS

MR. PETERSON

AMERICAN HISTORY II HONORSSWAT:• SWAT: After creating a graphic organizer, the students will

be able to identify and describe the power of the mass media and propaganda on citizens during World War II by writing and explaining at least three major propaganda techniques used during World War II with 80% accuracy.

•  ESSENTIAL QUESTION:• Why is propaganda used?

AMERICAN HISTORY II HONORS• APPLICATION:• If students need to view the propaganda instructional power

point, this is available under lesson plans on my website. (Have students pull up this information by going to my website and to the American History II Honors link—they know how to get there).

• Students will work on their propaganda posters in class on World War II. Students should select one side either the side of the allies or axis powers and begin to brainstorm how they might sell (promote) the war effort from the point of view which they selected. Students are reminded that besides the poster itself, they need to write a paragraph summarizing what the poster conveys and the propaganda technique used to convey the message.

AMERICAN HISTORY II HONORS

• While the students are working on their propaganda posters, 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.

• Utilizing an (exit card) formative assessment, the students will be able to explain at least three propaganda techniques used during World War II.

•  HOMEWORK: Students will create their own propaganda poster on World War II. Propaganda posters will come due on Tuesday, October 14t 

GREAT TRIALS• PERIOD 2: GREAT TRIALS• SWAT: After setting up a an anchor chart in which students list the

important components which need to be considered when participating in a mock trial, the students will be able to

• explain why the trial of Socrates had important repercussions in Ancient Greece and how it influenced the conduct of people in modern times by preparing for a mock trial and by writing and describing at least three major ways in which the case has become influential with eighty percent accuracy.

•  APPLICATION:• Students will begin/continue to work on the script for the Mock Trial

on Socrates.•  Homework:• Students will prepare for a mock trial of Socrates. Mock trial to

occur in class on Tuesday, October 14th.

AP US HISTORYSWAT:• Period #5/6: AP US HISTORY 9 (THIS IS A DOUBLE PERIOD CLASS—

WHEN BELL RINGS SIGNALLING THE END OF FIFTH PERIOD, STUDENTS SHOULD REMAIN IN THEIR SEATS AND KEEP WORKING)

•  SWAT: After completing the reading of both primary and secondary documents, the students will be able to analyze how the South Atlantic system created an interconnected Atlantic World by completing their chapter test writing and explaining at least three major ways in which the system impacted the development of the British colonies scoring at least an eighty percent on their chapter test..

                                                   

AP US HISTORY

•  APPLICATION:• Working individually, students will complete their chapter

test.•  In the first half of class, students will write their essay. In

the second half of the class, students will complete the remaining parts to their test. Students should use scantron sheets and #2 pencil to complete the multiple choice section of the test.

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

AP US HISTORY

•  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.

•  Homework:• The students will listen to a flipped classroom lecture on

Chapter #4: Growth, Diversity and Conflict, pp. 114-126. While reading as well as listening to the flipped classroom lecture, students should take notes. Quiz based on the flipped classroom lecture and readings tomorrow in class