SWAT’S FOR OCTOBER 27, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

SWAT

’S F

OR OCTO

BER 27,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

GREAT TRIALSPERIOD #3 SECTION #1 GREAT TRIALS

• SWAT: Given a set of primary documents on the Amistad Trial, the students will be able to analyze the background and purpose of the Amistad Incident by explaining at least two ways in which the trial further perpetuated the Abolishment Movement in preparation for their Socratic Circle which will occur during the next class period 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.

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:

• Students will consider the points that need to be taken into account when participating in a dialogue as opposed to a debate.

• A student facilitator will lead a brief discussion.

THE GREAT TRIALS

HOMEWORK:

• Students will prepare for a Socratic Circle exercise. Students will review what is expected of them from the exercise during the next class period. The Socratic Circle exercise will occur during the following class period.

GREAT TRIALS

REVIEW/LESSON CONNECTIONS:

• Quiz on Abolitionist Movement and the Amistad Incident.

• 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.

• The teacher will review the main ideas from having read the handout: “Newspaper Accounts of the Amistad Case.”

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

THE GREAT TRIALS

EXPLANATION:

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

• The teacher will distribute and explain how the Socratic Circle exercise will work. In addition, the teacher will explain the two grading rubrics for the Socratic Circle.

GREAT TRIALS

GUIDED PRACTICE:

• The teacher will guide the students in creating an anchor chart in which the teacher helps the student list and distinguish the difference between a dialogue and debate. 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 differences between a dialogue and a debate.

• 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.

THE GREAT TRIALS

GUIDED PRACTICE

• 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:

• The students will continue to prepare responses to the following questions in preparation for the Socratic Circle exercise:

• 1. Based on the reading, was the mutiny justified?

• 2. What did it show about the relationship between the white people and the African Americans?

• 3. Consider the stance that individuals took concerning the Amistad case? What was this stance and why did they take it?

• 4. How do you feel about the case so far?

• 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.

THE GREAT TRIALS

APPLICATION:

• 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.

• 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 two ways in which the trial further perpetuated the Abolishment Movement.

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

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.

AMERICAN HISTORY II HONORS

PERIOD #1& 4 Section #1 and #2

SWAT: After creating a T-Chart graphic organizer describing the positive and negative reasons for dropping the atomic bomb, and given primary and secondary internet sources, the students will be able to identify and analyze the reasons for dropping the atomic bomb on Hiroshima and Nagasaki by continuing to research writing and explaining at least three reasons why the atomic bomb in preparation for a debate on the topic with 90% accuracy.

NJCCCS: 6.1.12.A.11.d : Analyze the decision to use the atomic bomb and the consequences of doing so.

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.



What is America’s place in the world?


DO-NOW:

• What is America’s place in the world?

• After working in small groups, a student facilitator will lead a brief discussion.


Homework:

Students will continue preparing for a debate on the dropping of the atomic bomb on Hiroshima and Nagasaki to be delivered in class starting on October 24th. Students should have completed at least five index cards in preparation for the upcoming debate ready to be checked by next class period. Students will work together with the teacher in creating a rubric for this assignment.


REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS:

• Review the development of World War II.

• Review the reasons why countries go to war.

• Review Decision to drop atomic bomb

• Quiz on material learned thus far from the student facilitated power points on the Battles of World War II. (If not completed already)


EXPLANATION:

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

Teacher will review the project grading rubric and expectations which was developed collaboratively with the students. Upon completion the teacher will go over the grading rubric for the debate on the Atomic Bomb entitled: ATOMIC BOMB DEBATE RUBRIC REVISED.


• 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 continue to assist students in setting up a T-Chart listing the positive and negative reasons for dropping the atomic bomb. A Smart Board graphic aid 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 list the positive and negative reasons for dropping the atomic bomb.

• 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.


GUIDED PRACTICE:

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

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


APPLICATION:

• The students will be divided into two teams and will continue research and compiling information in preparation for a debate on dropping the atomic bomb on Hiroshima and Nagasaki in 1945.


APPLICATION:

• Resolution Statement:

• Resolved: The decision to drop the atomic bomb was justifiable on the part of the United States government in order to bring an end to World War II.

• Parts include:

• Opening and Closing statements

• Political

• Ethical

• Economic

• Social

• Technological


APPLICATION:

Utilizing an (exit card) formative assessment, the students will explain at least three reasons for the dropping of the atomic bomb on Hiroshima and Nagasaki.


SYNTHESIS:

The teacher will assist students in identifying and describing the major arguments for both dropping the atomic bomb and for not dropping the atomic bomb.


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.

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.


• 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 graphic organizer, the students will be able to read a small excerpt and to formulate a concluding paragraph based on a historical excerpt by writing and analyzing at least three major factors which need to be taken into account when writing a concluding paragraph with 80% accuracy.

CCSS.ELA-LITERACY.W.11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP US HISTORY


• 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?

AP US HISTORY

• HOMEWORK:Students will begin to study for their test on Chapters 4 and 5. We will be reviewing next class period.

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

AP US HISTORY

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.

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/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

AP US HISTORY

EXPLANATION:

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

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

AP US HISTORY

GUIDED PRACTICE:

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



AP US HISTORY

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.

• 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.


AP US HISTORY

APPLICATION:

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

• Restate thesis in a more sophisticated way

• Broaden out reader’s focus

• Concluding sentence (statement)

• Students will describe how the “inverted funnel” approach enables the writer to address each of the three major parts of the Concluding paragraph.

AP US HISTORY

SYNTHESIS:

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

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.

AP US HISTORY

SWAT: 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 writing and analyzing at least three major factors which need to be taken into account when writing an introductory paragraph with 80% accuracy.

• CCSS.ELA-LITERACY.W.11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

AP US HISTORY


• 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?

AP US HISTORY

HOMEWORK: Students will begin to study for their test on Chapters 4 and 5.

AP US HISTORY

DO-NOW:

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

• Student led.

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/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

AP US HISTORY

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

AP US HISTORY

GUIDED PRACTICE:

• 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.

AP US HISTORY

• 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.


AP US HISTORY

APPLICATION:

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

AP US HISTORY

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.

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 27, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

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