SWAT’S FOR OCTOBER 14, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

SWAT

’S F

OR OCTO

BER 14,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

AMERICAN HISTORY II HONORS

SWAT:

• After reviewing the tactics which were used to convince Americans why it was important for America to enter World War II, the students will be able to identify and describe the power of the mass media and propaganda on citizens during World War II by explaining at least three major propaganda techniques used during World War II with 80% accuracy.

NJCCCS:

• 6.2.12.D.4.g: Analyze the role of nationalism and propaganda in mobilizing civilian populations in support of “total war”

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.


SWAT: (SECTION 2 ONLY)

• After reading primary as well as secondary sources and researching American involvement in World War II, the students will be able to formulate an opinion on American involvement in World War II by participating in a Socratic Circle and by explaining whether America should have become involved in World War II synthesizing and presenting at least two arguments to support their position with 80% accuracy.

AMERICAN HISTORY II (HONORS)

ESSENTIAL QUESTIONS:

• Why is propaganda used?


DO-NOW:

• Working in groups, students will discuss how listening or watching the news influences their opinion(s) on the candidates running for President of the United States. In what way, do candidates attempt to sell their program, policy and positions to American citizens? Why? Explain.

• Student led.

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:

• Students will finish the Socratic Circle handout for homework and write an analytical paragraph about what they learned from participating in the Socratic Circle.

• 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.

• Quiz on Propaganda techniques next class.

• Students will create their own propaganda poster on World War II. Propaganda posters will come due on Thursday, October 16th.


LESSON CONNECTIONS:

• Collect Socratic Circle handout and analytical paragraph on the Socratic Circle exercise.

• Review the tactics used to convince Americans why it was important for America to enter World War II.

• Review how propaganda influenced people’s opinions and convinced Americans of the importance of our nation joining the war effort.

TIMER SET: 10 Minutes


EXPLANATION:

• Teacher will review grading rubric governing the propaganda poster activity. Grading rubric collaboratively designed with the students.

• Teacher will show an instructional power point on Propaganda entitled: “Propaganda use with lesson plans of October 3, 2014”

AMERICAN HISTORY II HONORSGUIDED PRACTICE:

• Using a graphic organizer, teacher will assist students in listing the various forms and propaganda techniques used to convince people to support World War II. 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 various forms and propaganda techniques used to convince people to support 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

• Students will work on their propaganda posters in class. 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.

• 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 explain at least three major propaganda techniques used during World War II.


SYNTHESIS:

• The teacher will assist students in helping them identify and describe the power of the mass media and propaganda on citizens during World War II.



• Swat:: (Section 2)

• 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 listing at least three major factors which need to be taken into account when writing an introductory paragraph with 80% accuracy.



• 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?


DO-NOW:

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

Timer Set:




SECONDARY DO-NOW:



HOMEWORK:

• Week of Respect final draft due


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



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


• 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.




• Timer Set: 16 Minutes


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.


• Utilizing an (exit card) formative assessment, the students will list 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.


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.



• Swat:: (Section 1)

• After completing a graphic organizer, the students will be able to read a small excerpt and to formulate a concluding paragraph based on a historical excerpt by listing at least one major factor which needs to be taken into account when writing a concluding paragraph with 80% accuracy.



• In what way is it important for the concluding paragraph to be in alignment with the thesis statement as well as the introductory and supporting paragraphs?

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


DO-NOW:

• Working in small groups, students will list the factors which need to be taken into account when writing a concluding paragraph to an essay.

• Student led.

Timer Set:




SECONDARY DO-NOW:



HOMEWORK:

• Students will study for a quiz on what they learned so far about writing introductory and concluding paragraphs.


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

• Review the You Tube video clip on writing an introductory paragraph

• http://www.youtube.com/watch?v=clPtbFT23Bs



EXPLANATION:

• Teacher will present a You Tube video clip on how to develop a concluding paragraph.

• http://www.youtube.com/watch?v=eYzuw70yhSU


• Using a graphic organizer, teacher will assist students in listing the major points which need to be considered when developing a concluding 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.






APPLICATION

• Working individually, students will be given a topic. Next, students will practice writing concluding paragraphs starting with the topic sentence and funneling out to the concluding statement. After allowing about ten minutes, a student facilitator will be appointed to lead a discussion.

• Anchor chart to be created. Students will discuss inverted funnel approach.

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


• Utilizing an (exit card) formative assessment, the students will list the major parts to the Concluding paragraph

• Restate thesis in a more sophisticated way

• Broaden out reader’s focus

• Concluding sentence (statement)


SYNTHESIS:

The teacher will assist students in a further understanding of the important role a concluding paragraph plays to all parts of the essay.

THE GREAT TRIALS

SWAT

• After creating a “T-Chart” graphic organizer in which they contrast ancient trials with modern day trials, 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 presenting a mock trial on Socrates and by determining Socrates’ guilt or innocence describing and defending their rationale analyzing at least two reasons for their position at an eighty percent accuracy rate.

• 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.

• 6.3.4.A.1: Evaluate what makes a good rule or law.

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:

• Students will gather into their groups to prepare the “finishing touches” to the mock trial of Socrates.


THE GREAT TRIALS

HOMEWORK:

• Students will begin to review for their unit test on the Trial of Socrates.

THE GREAT TRIALS

LESSON CONNECTIONS:

• Teacher will review how the ancient court system worked with Socrates and contrast it with the modern court system.


THE GREAT TRIALS

EXPLANATION:

• Teacher will review the rules of the Mock Trial on Socrates. Teacher will distribute grading rubric and review with the students.


THE GREAT TRIALSGUIDED PRACTICE:

• The teacher will assist the students in creating a “T-Chart” graphic organizer in which they contrast ancient trials with modern day trials. A Smart Board graphic organizer will be utilized for this purpose.

• 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 important distinctions between an ancient trial and a modern day trial.

• 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.

• 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.

THE GREAT TRIALS

APPLICATION:

• Students will try the case of Socrates’ guilt by conducting a mock trial.

• Students should have available script to hand in to teacher.

• While the facilitator is leading a brief discussion having the students share out discussing the charges brought against Socrates, the teacher will walk around the classroom and observe the students. Thus an (Observation) formative assessment will be utilized.

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

THE GREAT TRIALSAPPLICATION:

• Students will then be instructed to read the article on the website by I.F. Stone. Why does he think that the trial of Socrates lives through the ages?

• What is the principle according to I. F. Stone that Socrates was defending?

• Why do contemporary figures, such as Mohammed Ali owe a debt of gratitude to Socrates?

• Again, a student facilitator will be invited to lead a brief discussion based on the questions asked above.

• While the students are engaged, the teacher will walk around the classroom observing the students. Again, an (Observation) formative assessment will be utilized.

• Utilizing an (exit card) formative assessment, the students will list at least one important repercussion that the trial of Socrates had on Ancient Greece and by determining Socrates’ guilt or innocence describing and defending their rationale with one concrete reason at an eighty percent accuracy rate.

THE GREAT TRIALS

SYNTHESIS:

• The teacher will assist the students in explaining why the trial of Socrates had important repercussions in Ancient Greece and how it influenced the conduct of people in modern times by asking the students key questions on the trial.


AP US HISTORY

SWAT:

• After completing a graphic organizer identifying the ways by which Britain’s American colonies were affected by events across the Atlantic, the students will be able to explain how prominent ideas beliefs shaped cultural identity, politics, culture and society by reading a primary document entitled: “Sinners in the Hand of an angry God” and by analyzing at least three major points brought forward in the article with at least eighty percent 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 HISTORYESSENTIAL QUESTION:

• How did the South Atlantic System create an interconnected Atlantic World, and how did this system impact development in the British Colonies

• How did relations between English colonists and Native Americans evolve over time?

• How did cultural values and conceptions of group identity and autonomy emerge out of cultural interactions between British government officials, Africans and Native Americans?

• How did these ideas and beliefs shape colonial identity, politics, culture and society?

• How and why did slavery develop in the British colonies?

AP US HISTORY


• How were changing religious ideals, Enlightenment beliefs, and republican perspectives influenced by Atlantic World exchanges?

AP US HISTORY

DO-NOW:

• How were changing religious ideals, Enlightenment beliefs, and republican perspectives influenced by Atlantic World exchanges?

• Student led.

TIMER SET: 4 MINUTES

AP US HISTORY

HOMEWORK:

• The students will read and take notes on Chapter #4: Growth, Diversity and Conflict, pp. 126-137.

AP US HISTORY

LESSON CONNECTIONS

• The teacher will review how the South Atlantic System created an interconnected Atlantic World.

• TIMER SET: 6 Minutes

AP US HISTORY

EXPLANATION:

• Teacher will give a quiz based on the flipped classroom lecture previously assigned for homework.

• The flipped classroom lecture is on Chapter 4: “Growth, Diversity, and Conflict 1720-1763.”


AP US HISTORY

GUIDED PRACTICE:

• The teacher will assist the students in setting up a graphic organizer in which they describe the factors which threatened the freeholder ideal in midcentury New England, and the strategies which were utilized by farming families during this time period.

• Two student facilitators will be appointed—one to lead a classwide discussion after students work in small groups. A second student facilitator will be appointed to write down the critical components on a suitable Smart Board graphic organizer.

• While the students are working, the teacher will circulate around the classroom. Thus an (observation) formative assessment will be utilized.

• In addition, the teacher will speak with individual students to be sure that they understand the task at hand. Thus a (Student Conference) formative assessment will also be utilized.

AP US HISTORY

INDEPENDENT PRACTICE/APPLICATION:

• Working individually, students will silently read: “Sinners in the Hands of an Angry God.”

• While students are reading quietly, students will work on completing a graphic organizer in which students identify the main idea of the reading.

• In addition, students will answer the following questions:

• 1.) What issues does Jonathan Edwards concern himself with?

• 2.) What problems does Edwards view need to be addressed?

• 3.) What assumptions does Edwards make?

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

AP US HISTORY

SYNTHESIS:

The teacher will assist the students in explaining how prominent ideas beliefs shaped cultural identity, politics, culture and society during the early 18th century.


SWAT’S FOR OCTOBER 14, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

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