SWAT’S FOR SEPTEMBER 18, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

SWAT

’S F

OR SEP

TEMBER

18,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

AMERICAN HISTORY II (HONORS)

SWAT:

• Given instruction and after reading primary sources, the students will be able to discuss the causes of the Great Depression listing and describing at least two causes with ninety percent accuracy.

NJCCCS: 6.1.12.A.9.a: Analyze how the actions and policies of the United States government contributed to the Great Depression.

AMERICAN HISTORY II HONORS

SWAT:

Given instruction and after completing a graphic organizer, the students will be able to explain the culture of the Depression years in art, literature and music, and evaluate the government’s role in promoting artistic expression by describing at least two ways by which the culture of the Depression years and the government’s role perpetuated artistic expression with ninety percent accuracy.

NJCCCS: 6.1.12.A.9.a: Analyze how the actions and policies of the United States government contributed to the Great Depression.

AMERICAN HISTORY II (HONORS)

ESSENTIAL QUESTIONS:

• What were the causes of the Great Depression?

• How are present events related to past ones?

• What caused the most severe economic crisis in American history?

• How much should a business be regulated in a democratic society?

• Did the policies of the New Deal promote greater economic and political opportunity for the American people?


DO-NOW:

• The students will create their own Do-Now. The teacher will select one from those submitted which will form the Do-Now for the class period.

Timer Set: 2 Minutes Students create their own Do-Now

2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)


HOMEWORK:

• Students should read Chapter #33: The New Deal and Its Legacy, pp. 412-425 and take notes in outline form on the chapter.


LESSON CONNECTIONS:

• Review events which occurred in early twentieth century and especially events which led up to the Great Depression.

• Review Chapter 30 Homework

• Review Chapter 32 Homework

• Students will share what Social Security is, how it can to be and the purpose of the program.

• Students will share their reflections on what they learned from having viewed the instructional power point on the Great Depression and having taken notes. Instructional power point on my website. Instructional power point entitled: ““America The Great Depression use in class on September 8, 2014.”

TIMER SET: 10 Minutes


EXPLANATION:

• Teacher will show excerpts from a video on The Great Depression. Video link: http://www.youtube.com/watch?v=VpKmfjf5tUk

• Teacher will show excerpts from a video on the arts, and literature of The Great Depression. Video link:

• http://www.youtube.com/watch?v=v2ooI62ghQM


GUIDED PRACTICE:

• Using a graphic organizer, both teacher and students will list the causes of the Great Depression and how they were handled by the government.

• One student will facilitate a discussion class wide asking their peers for their input concerning the origins and causes of the Great Depression.

• A second student will be appointed to write the information on a suitable graphic organizer employing Smart Board Technology.

• The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

Timer Set: 16 Minutes


GUIDED PRACTICE

• Using a graphic organizer, students will list the impact of

• The Great Depression on America. Smart Board Technology graphic organizer will be utilized for this purpose.

• One student will facilitate a discussion class wide asking their peers for their input concerning the impact of the Great Depression on America.

• A second student will be appointed to write the information on a suitable graphic organizer employing Smart Board Technology.

• The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

AMERICAN HISTORY I HONORS

APPLICATION

• Working in small groups, students will answer the following questions based on viewing the video.

• What images does the video convey?

• How did people deal with the economic problems of the Great Depression?

• What do you think the role of government should be in dealing with these issues?

• A student facilitator will lead a brief discussion eliciting the answer to each of the above questions.

• A second facilitator will write down the responses to each of the above questions on the Smart Board utilizing Smart Board technology. While this is occurring, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

• The remaining students will copy the information into their notebooks.



APPLICATION:

The students will read the handout: “What Caused the Great Depression?” . After reading it, students will meet in small groups to discuss.

Key questions to consider:

1. How does this chart differ from the business cycle drawing in the Background Essay?

2. According to Document 1, between what years did the United States business cycle experience its greatest fail and rise? What event marks the fall? What event marks the rise? War is a terrible thing. How can war end a depression?

3. Were there any fluctuations in the business cycle within the Depression?

AMERICAN HISTORY HONORS

APPLICATION:

The teacher will instruct the students to read Document 2: John T. Raskob

After reading students will again meet in groups to discuss:

Is there any way in which an article like Raskob’s could have helped cause the Depression?

At $15.00 a month, what annual investment was Raskob recommending? Who does Raskob say should be capable of these savings?


DOCUMENT 3: New York Times Headline

Students will read the headline. Working in groups, students will consider whether the stock market crash was a cause or an effect of the Depression. John Kenneth Gailbraith argues that the stock market reflects the economy; it does not drive it. On the other hand, economics is something of a mind game. What people believe helps to shape economic events. Otherwise, why bother today with a consumer confidence indicator? Is it possible that a sharply falling stock market could contribute to a depression?

Students will consider these questions in groups:

1. If the stock market falls, what happens to capital investment by businesses? Why?

2. If the stock market falls, what happens to spending by rich people? Why?

3. If the market falls, what happens to spending by poor people? Why?


APPLICATION:

After reading Unemployment figures in Document 4, students will work in small groups and compare unemployment figures during the Great Depression with unemployment today.

Students will consider: Were high unemployment figures simply an effect of the Depression or were they also a cause?


APPLICATION:

Utilizing an (exit card) formative assessment, students will be able to list at least two ways in which the culture of the Depression years was impacted by the evolution of art, literature and music.


SYNTHESIS:

• The teacher will assist students in describing the causes of the Great Depression.

• The teacher will assist students in explaining the culture of the Depression years in art, literature and music, and evaluating the government’s role in promoting artistic expression.


THE GREAT TRIALS

SWAT:

• Given instruction and after completing a graphic organizer, the students will be able to demonstrate an understanding of the ways in which to settle disputes other than a trial and to explain the trial process by reviewing for a unit test listing and describing at least three major steps in the trial process and three alternative ways to settle disputes other than a trial 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.

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:

Working in groups, students will discuss the following essential question:

• What if any modifications should be made in the trial process to make it fairer or more equitable?

Student led.

• 2 Minutes students pan out

• 2 Minutes panning out (Student facilitator leads class discussion)

THE GREAT TRIALS

HOMEWORK:

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

• Students will continue reviewing for their first unit test to be given on Friday, September 19th.

THE GREAT TRIALS

LESSON CONNECTIONS:

Review criminal court procedures learned thus far

Review “Law and Order” TV series excerpt observations

Review parties in a court case

Quiz


THE GREAT TRIALS

EXPLANATION:

• The teacher will go over the test expectations and directions.

• The teacher will begin to go over the review sheet.


THE GREAT TRIALS

GUIDED PRACTICE:

• Using a graphic organizer, the teacher will assist the students in listing the major steps involved in reviewing for a unit test in Great Trials including test taking strategies.

• A Smart Board graphic organizer will be utilized for this purpose.

• Two students will be appointed to lead this part of the lesson. One student will lead a class wide discussion in which both teacher and students list the major steps involved in reviewing for a unit test including test taking strategies.

• A second student will write down the information a suitable Smart Board graphic organizer.

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

• Timer Set: 5 Minutes

THE GREAT TRIALS

Guided Practice:

• In addition, the teacher will engage in a one on one conversation with students as necessary. Thus a (Student Conference) formative assessment will also be utilized.

THE GREAT TRIALS

APPLICATION:

• Utilizing the review sheet, the students will continue reviewing for their unit test.

• Students will be instructed to work with their partner on asking them questions and answers based on the information learned to date as well as the information on the review sheet. Thus a (Turn to your partner) formative assessment will be utilized.

• While the students are reviewing for their test, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

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

• Utilizing an (exit card) formative assessment provided to them in class, students will list three major steps in the trial process. In addition, students will list three alternative ways to settle disputes other than a trial.

THE GREAT TRIALS

APPLICATION:

• Then:

• Think/Pair/Share Question:

• Should professional discretion be allowed in the criminal justice system? What are the pros and cons of discretion exercised by police, judges, prosecutors, probation officers?

• After students have had a few minutes to think through the question, they will discuss with their partner their feelings on the questions stated above.

• A student facilitator will lead a brief discussion following the paired discussion. The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

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

THE GREAT TRIALS

APPLICATION:

• The teacher will distribute a handout #1 on the Trial Process

• http://www.courts.wa.gov/education/

• lessons/?fa=education_lessons.dspPlan&plan=TrialProcess#HO1

• Students will take turns reading over handout #1 on the Trial Process.

• Students will then be given handout #2 on the Trial Process

• http://www.courts.wa.gov/education/

• lessons/?fa=education_lessons.dspPlan&plan=TrialProcess#HO1

• Working individually students will complete handout #2 on the Trial Process.

• A student facilitator will lead a brief discussion on the Trial Process.

• Students will be asked: What are three kinds of evidence are admissible in a criminal trial?

THE GREAT TRIALS

APPLICATION:

• Distribute hand-out 4 from the website: http://www.courts.wa.gov/

• education/lessons/?fa=education_lessons.dspPlan&plan=TrialProcess#HO1

• Students will be given the task to begin completing the exercise which Comp asks students to list the correct order of processes in a criminal trial.

• Explain to students that they will be examining 10 different important criminal trials in the course of the semester. The procedures that we have been studying may vary to even to a great degree as we examine criminal trials in different eras, societies, and jurisdictions.

THE GREAT TRIALSSYNTHESIS:

• The teacher will assist students in describing court room procedures using students’ prior knowledge and experience as a basis for understanding.

• The teacher will assist students in listing laws which have changed over the last decade and describe the reasons for the change.

• The teacher will assist students in listing laws which have changed over the last decade and describe the reasons for the change.


AP US HISTORY

SWAT:

• After instruction and analyzing primary readings, the students will be able to demonstrate a knowledge of the key political, economic and religious systems of Native Americans, Europeans and Africans and how cultural diffusion and assimilation became key variables to the development of these peoples and how culture and civilization were heavily impacted by these variables by completing a unit test describing the major distinctions scoring at least 80% on their unit test.

NJCCCS: 6.1.8.A.1.a; Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.

AP US HISTORY

NJCCCS:

6.1.8.D.1.b; Explain how interactions among African, European, and Native American groups began a cultural transformation.

6.1.12.C.1.a: Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.

CCCS:

• 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.

• RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

AP US HISTORY

ESSENTIAL QUESTION:

• How did the political, economic, and religious systems of Native Americans, Europeans, and Africans compare, and how did things change as a result of contacts among them?

AP US HISTORY

DO-NOW:

• Students will look over their notes quickly prior to starting their unit test.


AP US HISTORY

HOMEWORK:

• Students will read Chapter 2: “American Experiments: 1521-1700” from their textbook, pp. 40-52 (up to The Caribbean Islands) and outline their reading of the chapter to this point.

• In addition, the students should read: “Thinking Like a Historian, pp. 50-51” and answer the four questions on page 51 “Analyzing the Evidence.”

AP US HISTORY

LESSON CONNECTIONS:

TIMER SET: Minutes

AP US HISTORY

EXPLANATION:

• Teacher will go over AP Unit Test format and expectations.

• Teacher will explain the directions for the unit test

Timer Set: 1 Minute

AP US HISTORY

GUIDED PRACTICE:

AP US HISTORY

APPLICATION:

• During both periods of the class, students will complete their unit test. An (Observation) formative assessment will be utilized. In addition, while observing, the teacher will check in with the students to be sure that they understand expectations. Thus a (Student Conference) formative assessment will also be utilized.

• Students will be limited to work on their essay probably during the first period of the class.

• During the second period of the class, the students will continue to work on their unit test. Again, the teacher will walk around and observe the students taking the test. Thus, an (Observation) formative assessment will be utilized. In addition, the teacher will engage students to check for their understanding, as needed. Thus a (Student Conference) formative assessment will also be utilized.

TIMER SET: 85 Minutes

AP US HISTORY

SYNTHESIS:

Timer Set: Minutes

SWAT’S FOR SEPTEMBER 18, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

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Transcript of SWAT’S FOR SEPTEMBER 18, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.