SWAT’S FOR OCTOBER 23, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

SWAT

’S F

OR OCTO

BER 23,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

GREAT TRIALSPERIOD #2, SECTION #1 GREAT TRIALS

• SWAT: Given primary reading on the Amistad Trial, the students will be able to discuss the importance of the Amistad Trial in the context of the Abolishment Movement by writing and explaining at least three ways in which the trial further perpetuated the Abolishment Movement with at least a score of eighty percent.

NJCCCS: 6.1.12.A.3.i: Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement.

CCSS.ELA-LITERACY.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

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.

GREAT TRIALS

ESSENTIAL QUESTIONS:

• Did the Amistad incident put slavery on trial?

• How did the Amistad trial foreshadow the future conflicts over slavery?

GREAT TRIALS

DO-NOW:

• The students will write down a “Do-Now” which will form the basis for today’s opening hook. The teacher will select one from those submitted.

• Student led and created.

THE GREAT TRIALS

HOMEWORK:

• The students should finish reading a newspaper account of the Amistad

• http://law2.umkc.edu/faculty/projects/ftrials/amistad/AMI_NEWS.HTM. Students should take notes on their reading and come prepared for a quiz next class period.

GREAT TRIALS

REVIEW/LESSON CONNECTIONS:

• The teacher will review the events which fueled the institution of slavery.

• The teacher will review the events which led up to the Abolitionist Movement.

GREAT TRIALS

EXPLANATION

• Teacher will show a You Tube video clip entitled: “The Amistad: The Federal Courts and the Challenge to Slavery.”

• http://www.youtube.com/watch?v=CSx9tjj_jyY

GREAT TRIALS

EXPLANATION:

• Teacher will have the students read from a series of Primary sources:

• Teaching with Documents: John Quincy Adams’ request for papers relating to the lower court trials of the Amistad Africans, January 23, 1841 http://www.archives.gov/education/lessons/amistad/adams-request.html

• Teaching with Documents: The Amistad Case: Opinion of the Supreme Court in United States v. The Amistad, March 9, 1841.

• http://www.archives.gov/education/lessons/amistad/supreme-court-opinion.html

• Teaching with Documents: The Amistad Case: Statement of the Supreme Court to Circuit Court, March 9, 1841.

• http://www.archives.gov/education/lessons/amistad/supreme-court-statement.html

• Students will complete a Document Analysis worksheet on each document.

GREAT TRIALS

GUIDED PRACTICE:

• The teacher will assist the students in setting up a T-Chart graphic organizer in which students list the major facts in the Amistad Case and the answers which the accused provides.

• Smart Board technology graphic aid will be utilized.

• 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 major facts in the Amistad Case and the answers which the accused provides.

• 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.

THE GREAT TRIALS

GUIDED PRACTICE

• 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 discuss the major findings which they learned from having read for homework: newspaper account of the Amistad

• http://law2.umkc.edu/faculty/projects/ftrials/amistad/AMI_NEWS.HTM. Students should read up to: “As the Amistad sailed along the eastern coast of the United States” subheading.

• First these findings will be discussed in small groups.

THE GREAT TRIALS

APPLICATION:

• Next, a student facilitator will be appointed to lead a brief discussion based on what students learned from their reading up to “As the Amistad sailed along the eastern coast of the United States” subheading. The student facilitator should lead the discussion asking the following questions:

• Who was involved

• What was their motivation?

• What were their arguments?

• What was the basis for their arguments?

•

THE GREAT TRIALS

APPLICATION:

• Who? Africans Gedney Van Buren The Spanish Government Abolitionists Spanish Planters What role did they play in the trial? (defendants) (financial & moral support for Africans) What was their motivation? (economic gain)(political gain) What were their arguments?(property rights) What was the basis for their arguments?(Pinckney's Treaty)

• Working in small groups, the students will continue reading a newspaper account of the Amistad

• http://law2.umkc.edu/faculty/projects/ftrials/amistad/AMI_NEWS.HTM.

• While the students are reading the newspaper account of the Amistad, the teacher will walk around and observe the students reading and taking notes. Thus, an (Observation) formative assessment will be utilized.

THE GREAT TRIALS

APPLICATION:

• 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.

• Upon completion, the teacher will instruct the students to turn-to-their partner and share out at least one major fact in the Amistad Case and the answers which the accused provides. Thus a (Turn-to-your Partner) formative assessment will be further utilized.

• Using a (One paragraph formative assessment), the students will be able to explain at least three ways in which the trial further perpetuated the Abolishment Movement with at least a score of eighty percent

GREAT TRIALS

APPLICATION:

• Working in small groups, the students will begin reading a newspaper account of the Amistad

• http://law2.umkc.edu/faculty/projects/ftrials/amistad/AMI_NEWS.HTM.

• While the students are reading the newspaper account of the Amistad, the teacher will walk around and observe the students reading and taking notes. Thus, an (Observation) formative assessment will be utilized.


• Further, the students will explain at least three ways in which the trial further perpetuated the Abolishment Movement with at least a score of eighty percent list one major reason which brought about the Amistad Trial in the context of the Abolishment Movement. Thus an (Exit Card) formative assessment will also be utilized.

GREAT TRIALS

SYNTHESIS:

The teacher will reinforce the lesson and its objectives by asking students key question in an effort to summarize the importance of the Amistad Trial in the context of the Abolishment Movement.

GREAT TRIALS

Section 2, Period #1:

SWAT:

• Given a unit test on the Trial of Socrates, the students will be able to demonstrate knowledge about the Trial of Socrates including Socrates’ reaction and Socrates’ defense by completing a unit test explaining the Trial, its outcome and their reaction to the trial scoring with at least an eighty percent accuracy rate.

GREAT TRIALS


• 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?

GREAT TRIALS

DO-NOW:

• The students will look over their notes before placing their notebooks underneath their desks.

GREAT TRIALS

REVIEW/LESSON CONNECTIONS:

GREAT TRIALS

EXPLANATION

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

• Teacher will go over review sheet.

GREAT TRIALS

GUIDED PRACTICE:

GREAT TRIALS

APPLICATION:

• Working individually, students will complete their Great Trials Essay test.

• While the students are completing their Great Trials Essay test, the teacher will walk around the classroom and observe the students. Thus an (Observation) formative assessment will be utilized.


GREAT TRIALS

SYNTHESIS:

AMERICAN HISTORY II HONORS

PERIOD #1: Section #1

SWAT: After viewing an instructional power point, and creating a graphic organizer in which students analyze the underlying and direct causes of World War II, the students will be able to explain the underlying and direct causes of World War II identifying key battles fought by continuing to work on their Battle of World War II power points/prezi’s by describing at least three of the causes of World War II with 80% accuracy.

• NJCCCS: 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.



What is America’s place in the world?


DO-NOW:

• Working in groups, students will discuss how nationalism affects fighting and becomes an important determinant in the outcome of a battle. In working through this, students will consider Iraq and Afghanistan or another war/military conflict and connect nationalism to the war’s outcome.

• Student led.


Homework:

Students will choose a battle of World War II and continue to work on their power points in which they identify the battle, the key military personnel and strategy utilized as well as the outcome of the battle. Multimedia power point comes due on October 23rd. Students will work together with the teacher in creating a rubric for this assignment.

Debate on dropping the atomic bomb scheduled for class starting next Tuesday.


REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS:

• Review the role of propaganda in influencing citizen opinion on the war effort.

• Review the various propaganda techniques used in World War II and in our recent military engagements.

• Review the role of totalitarianism in the post World War I era.


EXPLANATION:

THE TEACHER WILL GO OVER THE REQUIREMENTS OF THE PROJECT AND ALSO THE DEBATE PROJECT FOR DROPPING THE ATOMIC BOMB.


• Power point requirements:

• Title

• Countries fighting in the Battle: both sides

• Economic

• Government of countries

• Famous generals and commanding officers of each country involved in the Battle

• Military strategy used

• Outcome of Battle: Who won

• Costs

• Significance of Battle

• Bibliography


GUIDED PRACTICE:

• Using a graphic organizer, teacher will assist students in listing the underlying and direct causes of World War II. A T-chart graphic organizer will be utilized for this purpose. Smart Board technology will be integrated into the lesson.

• Two students will be appointed to lead this part of the lesson. One student will facilitate a class wide discussion in which students list the underlying and direct causes of 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.


APPLICATION:Students will continue work on their power point presentation on the Battles of World War II.

• Power point requirements:

• Title

• Countries fighting in the Battle: both sides

• Economic

• Government of countries

• Famous generals and commanding officers of each country involved in the Battle

• Military strategy used

• Outcome of Battle: Who won


APPLICATION:

• Students will continue work on their power point presentation on the Battles of World War II. Students have already chosen their groups—so working in groups:

• Students should have chosen a battle. Some of the more significant battles include:

• a. Battle of Britain

• b. Battle of Midway

• c. Battle of Normandy

• d. Battle of Berlin

• e. Battle of Coral Sea


• While the students are working in groups, 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.

• Homework:

• Students will finish working on their power point presentations and come ready to present in class next class period.

US HISTORY II HONORS

APPLICATION:

Power Point/Prezi Requirements:

• Costs

• Significance of Battle

• Bibliography

• While the students are working in groups, 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 of the causes of World War II which directly impacted selected battles fought during this campaign.

US HISTORY II HONORS

SYNTHESIS:

• The teacher will assist the students in identifying the causes of World War II.

• The teacher will assist students in identifying and describing selected World War II battles.

AP US HISTORY SWAT: After completing a Socratic Circle discussing Thomas Paine’s

Common Sense, the students will be able to analyze the major parts and issues which the Declaration of Independence raises by writing and explaining at least three major parts, five major points raised in the document and the underlying purpose behind the document with a ninety percent rate of accuracy.

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


• What was the immediate and long term significance of the Declaration of Independence?

• How did republican and democratic ideals and emerging conceptions of American identity lead to the Declaration of Independence and the development of American political institutions?

AP US HISTORY

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

AP US HISTORY

DO-NOW:

• Under what conditions is it appropriate for individuals to rebel and overthrow their government?

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS

• The teacher will review the events leading up to the Declaration of Independence including Thomas Paine’s writing of Common Sense.

AP US HISTORY

EXPLANATION:

The teacher will go over the flipped lesson on the Declaration of Independence.

AP US HISTORY

GUIDED PRACTICE:

• The teacher will guide the students in creating a graphic organizer in which the students describe the major parts to the Declaration of Independence and the purpose behind the document listing:

• a. Preamble

• b. State of Nature argument based on Locke

• c. List of grievances

• d. Resolution

• The teacher will also guide the students in creating a subsequent graphic organizer in which the students list the major grievances.

AP US HISTORY

GUIDED PRACTICE:

• Two students will be appointed to lead this part of the lesson. One student will lead a class wide discussion after students turn to their partner and discuss each of the above points prior to creating the graphic organizer. Thus a (Turn to your partner) formative assessment will be utilized.

• A second student will be appointed to write down the points on a suitable Smart Board graphic organizer.

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

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

AP US HISTORY

APPLICATION;

• Working individually, and then in small groups, the students will discuss which part of the Declaration of Independence is the most important and why.

• Again, a student facilitator will be appointed to guide the class wide discussion after students turn to their partner.

• While the students are working, the teacher will circulate the classroom. Thus a (Classroom Observation) formative assessment will be utilized.

• In addition, the teacher will engage in a one on one discussion to be sure that students understand what they are to do. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing a (One paragraph) formative assessment, students will write and explain at least three major parts, five major points raised in the document and the underlying purpose behind the primary document: Declaration of Independence.

AP US HISTORY

SECOND SWAT:

• After taking notes on a brief lecture on the global impact of the Declaration of Independence, the students will be able to analyze one of the various declaration of independence produced by U.S. states (eg: Texas and South Carolina) or other countries (e.g.: Venezuela, Vietnam, Czechoslovakia, and Liberia) by comparing the United States Declaration of Independence to at least one of the various other declarations examined on-line writing and explaining at least three major similarities or differences between the documents with at least 80% accuracy.


• What was the immediate and long term significance of the Declaration of Independence?

• How did republican and democratic ideals and emerging conceptions of American identity lead to the Declaration of Independence and the development of American political institutions?

AP US HISTORY

• APPLICATION:

• Working individually, and then in small groups, the students will be able to analyze one of the various declaration of independence produced by U.S. states (eg: Texas and South Carolina) or other countries (e.g.: Venezuela, Vietnam, Czechoslovakia, and Liberia) by comparing the United States Declaration of Independence

• While the students are working, the teacher will circulate the classroom. Thus a (Classroom Observation) formative assessment will be utilized.

• In addition, the teacher will engage in a one on one discussion to be sure that students understand what they are to do. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing a (One paragraph) formative assessment, students will write and explain at least three major similarities or differences between the document selected and the Declaration of Independence.

AP US HISTORY

SYNTHESIS:

• The teacher will reinforce the lesson and its objectives reminding students of the importance and rationale for writing the Declaration of Independence.

SWAT’S FOR OCTOBER 23, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

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Transcript of SWAT’S FOR OCTOBER 23, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.