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

SWAT

’S F

OR OCTO

BER 16,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

AMERICAN HISTORY II HONORS

SWAT: (SECTION #2 ONLY)

• After completing a graphic organizer on propaganda techniques, 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 two major propaganda techniques used during World War II through the presentation of their propaganda posters 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.

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.

• Quiz on Propaganda techniques next class.

• Students will begin to work on their Battle of World War II Power Point/Prezi presentations which will be due in class on Tueday. Students will work in groups in presenting their work. Each prezi slide should have the initials of the individual responsible for the creation of that slide.


LESSON CONNECTIONS:

• 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 review grading rubric for Battles of World War II presentations to be presented in class on Tuessday.

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 present their propaganda posters in class. Their propaganda posters will consist of a paragraph summarizing what the poster conveys and the propaganda technique used to convey the message.

• While the students are presenting 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 two 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.

Timer Set: 4 Minutes


• 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.



• 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


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.



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



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

SECTION #2 SWAT ONLY:

• 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.


THE GREAT TRIALS

SECTION #1 SWAT ONLY:

• After completing a graphic organizer, the students will be able to demonstrate knowledge about the Trial of Socrates including Socrates’ reaction and Socrates’ defense by reviewing for a unit test listing and explaining at least one reason for Socrates’ guilt or innocence 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:

• The students will be shown a picture of the Trial of Socrates.

• C:\Users\school_user\Downloads\Socrates-trial.gif

• What does this picture convey about the trial? How is trial process in ancient Greece different from the trial process of today?

• A student facilitator will lead a brief discussion.


THE GREAT TRIALS

HOMEWORK:

• Students will continue 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.

• Teacher will review the key reasons why Socrates was placed on Trial in ancient Greece.


THE GREAT TRIALS

EXPLANATION:

• Teacher will go over format of test and test expectations.

• Teacher will go over review sheet.


THE GREAT TRIALSGUIDED PRACTICE:

• The teacher will have the students create a graphic organizer: “Who, what, when where, why and how” to be distributed to the students in class as a vehicle for summarizing and preparing them further for their test on the trial of Socrates.

• The first student will engage the class in a class wide discussion calling on students to list the important points on the Socrates 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:

• Working individually, students will begin to pre-write their essay response.

• While the students are pre-writing their essays, 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.

• Utilizing an (exit card) formative assessment, the students will list and explain at least one reason for Socrates’ guilt or innocence at an eighty percent accuracy rate

THE GREAT TRIALS

SYNTHESIS:

• The muddiest close will be utilized. Teacher will ask the student the following question: List one major point which remains unclear to them.


AP US HISTORY

SWAT:

• Given primary readings, the students will be able to distinguish between Jonathan Edwards sermon entitled: “Sinners in the Hand of an Angry God” and Benjamin Franklin’s Commentary on George Whitefield 1739 comparing and contrasting the Great Awakening to the Enlightenment, by connecting both to the development of the Atlantic World analyzing at least three effects this time period had on the development of America’s identity 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?

AP US HISTORY


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

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

• What factors shaped the development of Native American society after contact with the Europeans in North America?

AP US HISTORY

DO-NOW:

• What does the word Enlightenment mean? In what way was America becoming more enlightened? Describe and analyze the factors which came from the Enlightenment period and were intricately fused into the colonies?

• 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. 137-143 completing the “Terms to Know” and “Key People”.

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 review the Enlightenment in America which revolutionized commerce, culture and identity in the 18th century.

• Teacher will review the Great Awakening which greatly perpetuated the evolution of religion in the colonies.

• Teacher will give quiz on material learned thus far in the unit.


AP US HISTORY

GUIDED PRACTICE:

• The teacher will assist the students in setting up a graphic organizer in which they describe the factors which contributed to the Enlightenment in America and the Great Awakening.

• 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: “Benjamin Franklin on Rev. George Whitefield 1739”

• 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 Benjamin Franklin express in his article?

• 2.) What position does Franklin take on Reverend George Whitefield’s religious convictions?

• 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. Then, a student facilitator will lead a brief discussion teasing out the answers to the two questions above and engaging students in a question-answer format concerning the issues of the Great Awakening and the Enlightenment era.

AP US HISTORY

• INDEPENDENT STUDY/APPLICATION:

• In addition, the teacher will engage students in a one on one conversation to be sure they understand their reading. Thus a (Student Conference) formative assessment will also be utilized.

• Upon finishing up on their reading, a student facilitator will lead a brief discussion after students have discussed in their groups the answers to the two questions stated above.

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 16, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

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