SWAT’S FOR OCTOBER 8, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

SWAT

’S F

OR OCTO

BER 8,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

AMERICAN HISTORY II HONORSSWAT:

• Given a graphic organizer and instruction, the students will be able to describe the causes of the rise in totalitarianism in Europe after World War I and the causes which brought about World War II by analyzing and explaining at least three of these causes in a power point presentation with 80% accuracy.

NJCCCS:

• 6.1.12.D.11.a: Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s.

• 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.

• 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

SWAT:

• 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:

• What were the causes of World War II?

• Is American foreign policy motivated by ideals or self-interest?

• How does involvement in the world shape American society at home?


DO-NOW:

• Students will take their positions in preparation for participation in either the “Inner” or “Outer” Socratic Circle.

•

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.


LESSON CONNECTIONS:

• The teacher will review anchor chart on wall in which the students listed the difference between dialogue and debate.

TIMER SET: 10 Minutes


EXPLANATION:

• Teacher will remind students of power point expectations. Grading rubric for power point will be reviewed.

• Teacher will review with students’ expectation for Socratic Circle exercise including the grading rubric. Socratic Circle on formulating an opinion on American involvement in World War II to occur in class on October 2nd.

• Teacher will show a You Tube video clip on American involvement in World War II entitled: “In Defense of World War II” http://www.youtube.com/watch?v=isAu6TteFjI

AMERICAN HISTORY II HONORSGUIDED PRACTICE:

• The teacher will inform the students to get into either the Inner or Outer Socratic circle informing members of the inner circle to have a writing utensil and a copy of their notes. The outer circle should have a copy of these items as well and in addition, a copy of the “Socratic Circle Feedback Form.”

• While the students are taking their positions in class, either as participants in the outer or inner circle, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

• Timer Set: 16 Minutes

AMERICAN HISTORY I HONORS

APPLICATION

• Utilizing the Socratic Circle pedagogical technique, the students will address the major points brought forward from all the sources studied including the primary sources and videos on World War II. Students should initially form the discussion based on the questions which they had written up prior to coming to class. From the Socratic Circle exercise students will formulate an opinion concerning American involvement in World War II.

• Students should base their commentary on having read from their text, the primary source entitled: “The Good War Myth of World War II” written by Mark Weber

• http://www.ihr.org/news/weber_ww2_may08.html

• as well as the You Tube video clip on American involvement in World War II entitled: “In Defense of World War II” http://www.youtube.com/watch?v=isAu6TteFjI.

• While the students are participating in the Socratic Circle, 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 state their opinion on whether or not America should have intervened in World War II by writing a paragraph supporting their viewpoint.


APPLICATION:

• Students will prepare to share their power points with the class for a grade starting on Thursday, September 25th.

• While the students are beginning to research on-line, 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 in a one on one conversation with students as needed. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing an (exit card) formative assessment, students will identify at least three of the major causes of World War II and how it also caused a rise in totalitarianism in Europe after World War I.


APPLICATION:

• Students will continue to research and prepare for a Socratic Circle on formulating an opinion concerning American involvement in World War II.

• Socratic Circle scheduled to occur on Thursday, October 2nd. In preparation for the Socratic Circle, students will be instructed to begin reading: “The Good War Myth of World War II” written by Mark Weber

• http://www.ihr.org/news/weber_ww2_may08.html


APPLICATION:

• As the students read the scholarly essay, they should take notes. While the students are reading, the teacher will walk around the classroom and observe the students. Thus a (Classroom observation) formative assessment will be utilized.


• Utilizing an (exit card assessment), the students will analyze at least two advantages and two disadvantages of American neutrality during World War II with 80% accuracy.


SYNTHESIS:

• The teacher will assist students in describing how totalitarianism changed the behavior of countries during World War II.

• The teacher will assist students in evaluating the pros and cons of American neutrality during World War II.

Timer Set: 4 Minutes


• Swat:: (Section 1)

• 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.

AMERICAN HISTORY II (HONORS)

ESSENTIAL QUESTIONS:

• 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:

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:

• 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

TIMER SET: 10 Minutes


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

AMERICAN HISTORY II HONORSGUIDED 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.

• 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

• 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.

• 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 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.


THE GREAT TRIALS

SWAT

• After completing a K-W-L graphic organizer, the students will be able to examine the legal definition of the charges and how they were presented to the court in Socrates' case explaining at least two major charges brought against Socrates and two major ways in which the case was handled by the court with eighty percent accuracy.

• 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 TRIALS

DO-NOW:

• Working in groups, students will answer the following questions:

• What does the word corrupt mean? How are people corrupted? Socrates was accused of corrupting the “youth of Athens?” What did he do?

• A student facilitator will be appointed to lead a brief discussion.

• TIMER SET: 4 Minutes

THE GREAT TRIALS

HOMEWORK:

• Students will create an outline for a community service program that would be geared toward helping corrupted youth. Include a mission statement and target demographics. The outline in class will be handed in and discussed during the next class period.

THE GREAT TRIALS

LESSON CONNECTIONS:

• Teacher will review how the jury system works today.


THE GREAT TRIALS

EXPLANATION:

• Teacher will distribute quiz based on material learned thus far.


THE GREAT TRIALS

GUIDED PRACTICE:

• The teacher will assist the students in setting up a graphic organizer in which both teacher and students describe the charges which were alleged against Socrates. This will be a K-W-L graphic organizer. If available, 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 listing and describing the charges which were alleged against Socrates.

• 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.


Timer Set: Minutes

THE GREAT TRIALS

APPLICATION:

• Working individually and in small groups, students will discuss the answer(s) to the following questions:

• Who was Socrates?

• Why is he remembered today?

• Who are those who accuse Socrates of criminal activity?

• Is what he did a crime today?

• How is the trial format as described in the website different/similar than the trial organization?

• Is it a more just system than ours, or is it less fair?

• After working through these questions, a student facilitator will be appointed to lead a brief discussion.

THE GREAT TRIALS

APPLICATION:

• Socrates was accused of, among other things, the corruption of youth. Working in small groups, students will discuss the charges brought against Socrates. What were the exact charges? Who was Socrates to have corrupted? Was there any proof? What is "corruption of youth?" What forms does it take? Do you know anyone who could be accused of a similar crime?

• 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.

• Utilizing an (exit card) formative assessment, the students will list at least one reason why Socrates was accused of “corrupting the youth” of Athens.

THE GREAT TRIALS

SYNTHESIS:

• The teacher will assist the students in identifying and describing the role and function of juries in the court system.


AP US HISTORY

SWAT:

• Given secondary documents, the students will be able to analyze the problems and ways by which Indian tribes responded to European colonization by writing and explaining at least three major outcomes of the conflict.

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?

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

AP US HISTORY

DO-NOW:

• Working in groups, the students will explain what Native Americans had to gain by participating in wars?

TIMER SET: 4 MINUTES

AP US HISTORY

HOMEWORK:

• The students will begin reviewing for a chapter test on Chapter #3: The British Atlantic World, 1660-1750. Test to be given on Friday, October 10th.

AP US HISTORY

LESSON CONNECTIONS

• The teacher will review information which students acquired from having read and listened to the lecture on Chapter #3 posted to my website.

• The students should outline Chapter #3: “The British North America”, pp. 101-111. Students should complete the “Terms to Know” on p. 111.

• The teacher review the handouts previously assigned.

• TIMER SET: 10 Minutes

AP US HISTORY

EXPLANATION:

• Teacher will go over the New Politics of Empire, 1713-1750.

• The teacher will review selected points from the flipped classroom lecture on Chapter #3: “The British Atlantic World, 1660-1750.”


AP US HISTORY

Application• Working individually, students will review their notes from the text as

well as from the flipped classroom. Additionally, students will go on-line as necessary to answer the following questions:

• 1.) How did the various Indian tribes respond to colonization?

• 2.) How and why was European colonization changing Native American society?

• 3.) What would have happened if the French had left North America?

• After completing this work, students will turn to their partner and share out their responses. Thus a (turn-to-your-partner) formative assessment will be utilized.

• Next, a student facilitator will be appointed to lead a brief discussion in which students will be prompted to share out their responses to each of the above questions.

AP US HISTORY

APPLICATION:

• A second student facilitator will write the responses on the Smart Board utilizing an appropriate Smart Board graphic organizer.

• 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.

• 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.

• Utilizing a (short answer) formative assessment, drawing on their text and secondary readings, the students will write a paragraph in which they analyze the problems and ways by which Indian tribes responded to European colonization writing and describing at least three major outcomes of the conflict.

AP US HISTORY

SYNTHESIS:

• The teacher will assist students in analyzing the problems and ways by which Indian tribes responded to European colonization by writing and explaining at least three major outcomes of the conflict.


SWAT’S FOR OCTOBER 8, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

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