SWAT’S FOR SEPTEMBER 9, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

SWAT

’S F

OR SEP

TEMBER

9,

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)

ESSENTIAL QUESTION:

• What were the causes of the Great Depression?

• How are present events related to past ones?

AMERICAN HISTORY II HONORS

DO-NOW:

• Students will open up their textbook to page 382. Looking at the picture in their textbook, students will discuss the images which the picture conjures up in their mind and how the picture describes and depicts life during the Great Depression.

Timer Set: 2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)


HOMEWORK:

• Students will read Chapter #32: “The Human Impact of the Great Depression.” Students should take notes based on their reading. Notes should be taken in outline form.

• Finish final draft of career essay

AMERICAN HISTORY II HONORSLESSON CONNECTIONS:

• Review classroom rules and regulations

• Distribute Classroom Participation, Notebook and Essay rubrics.

• Distribute Classroom Expectations handout

• Distribute textbooks and complete Textbook Assignment sheet

• Students create file folders for student work

• Distribute “Helpful Study Tips” handout

• Collect student interest surveys

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

TIMER SET: 10 Minutes


EXPLANATION:

Teacher will present a power point on the origins and causes of the Great Depression entitled: “America The Great Depression use in class on September 8, 2014.”

Timer Set: 10 Minutes


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.


AMERICAN HISTORY I HONORSAPPLICATION

• Students will read from their textbook: History Alive, Chapter 30: Causes of the Great Depression.

• Working in small groups, students will create a chart in which they place each of the main causes and supporting details for that cause on the chart. Through researching, students will be able to evaluate and determine the historical events that led to the depression.

• A student facilitator will lead a brief discussion on the causes and supporting details which the students learned about from having read Chapter #30 in their textbook and from the power point presentation seen in class.

• While students are reading from their textbook and creating their chart listing the main causes and supporting details for that cause on the chart, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

• Utilizing an (exit card) formative assessment, students will be able to list and describe at least two of the causes of the Great Depression.



SYNTHESIS:

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


THE GREAT TRIALS

SWAT:

• Given instruction and after completing a graphic organizer, the students will be able to describe court room procedures using students’ prior knowledge and experience as a basis for understanding and by listing and describing at least one court room procedure with ninety percent accuracy.

NJCCCS: 9.3.46.2.8.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.

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 brainstorm a list of laws which have changed over the last several decades.

OR

• Students will discuss, based upon what they already know about the current judicial system, “Is the trial process a fair one that protects the defendant and the people?”

Student led.

• 2 Minutes panning in groups

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

THE GREAT TRIALS

HOMEWORK:

• Students will re-write essay in which they choose a career which a study of the Criminal Justice system in college will prepare them for. The essays will come due on September 10th or during next class period. Students will be given a copy of the essay rubric. Essay rubric expectations will be discussed in class.

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

THE GREAT TRIALS

LESSON CONNECTIONS:

Review classroom rules and regulations

Distribute Classroom Participation, Notebook and Essay rubrics.

Distribute / Collect Classroom Expectations handout

Discuss organization of website for The Great Trials course

Distribute “Helpful Study Tips” handout

Collect student interest surveys

Review criminal court procedures learned thus far


THE GREAT TRIALS

EXPLANATION:

The teacher will show a power point on the criminal justice system entitled: “Introduction to Criminal Justice consider using on September 8, 2014.”


THE GREAT TRIALS

GUIDED PRACTICE:

• Using a graphic organizer, the teacher will assist the students in listing the various kinds of crime models. Smart Board technology will be integrated into the lesson and a suitable Smart Board graphic organizer will be utilized.

• 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 various kinds of crime models ascertained from having shown the power point entitled: “Introduction to Criminal Justice consider using on September 8th, 2014.”

• 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.


THE GREAT TRIALS

APPLICATION

• 1. Working individually, students are to write down any experiences their families have had in the court system.

• 2. Working in groups, students will share these experiences with each other.

• 3. A student facilitator will lead a discussion in which the class compares and contrasts student accounts in these experiences and synthesize from these accounts students understandings of criminal courtroom procedures.

• 4. Working individually and then in groups once again, students will evaluate whether the procedure as they view it, or experience is equitable.

• 5. A student facilitator will lead a brief discussion addressing the issue above.


THE GREAT TRIALS

APPLICATION:

• Working individually, students will be shown an episode of the TV show Law and Order entitled: “Law and Order: Special Victims Unit Strange Beauty” http://www.hulu.com/watch/359849#i0,p290,d0

• As students view the episode they will create a map of the criminal trial procedure tracing the process from arrest to indictment to bail hearing to trial, to verdict to possible appeal.

• Upon finishing the viewing of the various selected clips of Law and Order, students will discuss in groups what they observed about the criminal trial procedure.

• Next, a student facilitator will lead a brief discussion based on the series of episodes seen of “Law and Order.” The student facilitator will ask questions concerning the criminal trial procedure which students observed.

THE GREAT TRIALS

APPLICATION


• 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, the teacher will ask the students to list and describe at least one major court room procedure using their prior knowledge and experience of the legal system.

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.


THE GREAT TRIALS

APPLICATION:

Utilizing an (exit card) formative assessment, the teacher will ask the students to list and describe one major court room procedure using their prior knowledge and experience of the legal system.

THE GREAT TRIALS

SYNTHESIS:

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


AP US HISTORY

SWAT:

• Given instruction and after completing a graphic organizer, the students will be able to describe how a study of AP History proves beneficial to their collegiate preparation stating at least one strategy which needs to be implemented in order for them to be successful with ninety percent accuracy.

NJCCCS: : 6.1.12 A-D

AP US HISTORY

SECOND SWAT:

Given instruction and after students have identified the key political, economic and religious systems of Native Americans, Europeans and Africans, the students will be able to identify and describe how culture and civilization changed as a result of cultural diffusion by listing at least one way in which this change transformed western civilization and impacted the development of the Americas with 90% accuracy.

AP US HISTORY

ESSENTIAL QUESTION:

• What are the advantages of taking an AP US History class in High School?

• What strategies need to be implemented in order to be successful in the course and on the exam?

• 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 describe what culture is? What is cultural assimilation and cultural diffusion? How does cultural assimilation and cultural diffusion impact a society? a civilization?

• Student led.

Timer Set: 2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)

AP US HISTORY

HOMEWORK:

• Students will read pp. 15-31 outlining the major points in Chapter 1: “Colliding Worlds, 1450-1600”. Outline will be collected next class period.

• Students will complete their final draft of their career essays to be handed in and attached to their rough drafts. The final draft should be placed in front of their rough draft and stapled.

AP US HISTORYLESSON CONNECTIONS:

• Review classroom rules and regulations

• Distribute Classroom Participation, Notebook and Essay rubrics.

• Distribute Classroom Expectations handout

• Distribute textbooks and complete Textbook Assignment sheet

• Distribute “Helpful Study Tips” handout

• Collect Parent/Student Signature sheet

• Collect Student interest surveys

• Finish creating anchor charts


AP US HISTORY

EXPLANATION:

• Teacher will briefly go over the format utilized for the AP Exam in US History

• Teacher will have students view the video entitled: “Author’s preview video for Chapter #1: Colliding Worlds”


AP US HISTORY

GUIDED PRACTICE:

• Using a Smart Board graphic organizer, students will list the appropriate learning strategies that will be utilized in the AP classroom including: SQ3R, Cornell Note taking.

• Using a graphic organizer, students will list the reasons why the various cultures collided and what issues created this problem by setting up a chart in which they identify the various political, economic and religious systems which existed during this time period.

• The teacher will walk around the classroom and observe. Thus, an observation formative assessment will be utilized.

AP US HISTORY

GUIDED PRACTICE:

• Again using a Smart Board graphic organizer, students will list and then create an anchor chart based on the following:

• I—Historical Thinking Skills

• Historical causation

• Patterns of continuity and change over time

• Periodization

• Comparison

• Contextualization

• Historical argumentation

• Use of Relevant Historical Evidence

• Interpretation

• Synthesis

AP US HISTORY

GUIDED PRACTICE:

II--Thematic Learning Objectives

• Identity

• Work, Exchange, and Technology

• Peopling

• Ideas, Beliefs, and Cultures

• American in the World

• Environment and Geography

• Politics and Power

AP US HISTORY

GUIDED PRACTICE:

III--Historical Periods

• (Chapter 1), 1491-1607

• (Chapters 2-3), 1607-1754

• (Chapters 4-6), 1754-1800

• (Chapters 7-11), 1800-1848

• (Chapters 12-15), 1848-1877

• (Chapters 16-19), 1865-1898

• (Chapters 20-25), 1898-1945

• (Chapters 26-29), 1945-1980

• (Chapters 30-31) 1980- Present

AP US HISTORY

GUIDED PRACTICE:




AP US HISTORY

APPLICATION


• Next, working individually, students will read silently pp. xii-xx.

• While the students are reading silently, the teacher will again walk around the classroom. A (Classroom observation) formative assessment will be utilized. In addition, the teacher will engage students in a one on one conversation to check for individual understanding. Thus a (Student Conference) formative assessment will also be utilized.

• After students have finished, a student facilitator will be appointed to lead a brief classroom discussion in which students share out the major points which they learned from the reading and how a successful strategy needs to be employed in order to be successful in the course. A second facilitator will write down the major points on the Smart Board utilizing a suitable Smart Board graphic organizer designed for such purpose.

• Utilizing an (exit card) formative assessment, students will be able to list one strategy in being a successful AP American History student.

• Timer Set: 16 Minutes

AP US HISTORY

APPLICATION:

• Working individually, students will begin reading their textbook, pp. 2-14.


• Utilizing an (exit card) formative assessment, students will be able to list at least one issue politically, economically and religiously which arose during 1450-1600 which led to a collision among the various civilizations and cultures which Native Americans came into contact with.

AP US HISTORY

SYNTHESIS:

• The teacher will assist students in describing how a study of AP History proves beneficial to their collegiate preparation and at least one strategy which need to be employed in order to be successful in the course and on the exam.

The teacher will assist students in identifying and describing how culture and civilization changed as a result of cultural diffusion


SWAT’S FOR SEPTEMBER 9, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.

Documents

Transcript of SWAT’S FOR SEPTEMBER 9, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON.