swat’s for november 3, 2014 united states history ii honors the great trials mr. peterson

SWAT

’S F

OR NOVEM

BER 3,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

GREAT TRIALSPERIOD #1 and #3 SECTION #1 and 2 GREAT TRIALS

SWAT:

• After learning about both the Trial of Socrates and the Amistad, the students will be able to demonstrate knowledge of the court system and its practices as well as the importance of the “Great Trials” of both Socrates and the “Amistad” incident by completing a quarterly exam with a rubric score of at least eighty percent.

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

• 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.

• 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?

• 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:

• Students will place their notebook underneath their desks.

THE GREAT TRIALS

HOMEWORK:

• Students will finish writing a reaction essay to the Socratic Circle. Socratic Circle reflection essays due next class period.

GREAT TRIALS

REVIEW/LESSON CONNECTIONS:

GREAT TRIALS

EXPLANATION

• The teacher will review the essay grading rubric and pass out the quarterly assessment.

GREAT TRIALS

GUIDED PRACTICE:

THE GREAT TRIALS

APPLICATION:

• Students will complete essay quarterly assessment.

• While the students are working individually, 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 students on a one to one conversation to be sure they understand the assignment and to answer any questions that they may have. Thus, a (Student Conference formative assessment) will also be utilized.

THE GREAT TRIALS

SYNTHESIS:

GREAT TRIALS

PERIOD #2 SECTION #2 GREAT TRIALS

ALTERNATIVE SWAT:

After learning about both the Trial of Socrates and the Amistad, the students will be able to demonstrate knowledge of the court system and its practices as well as the importance of the “Great Trials” of both Socrates and the “Amistad” incident by reviewing for a quarterly exam in which students compare and contrast at least three major distinctive points between both trials with at least eighty percent accuracy.

GREAT TRIALS


• Did the Amistad incident put slavery on trial?

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

• 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:

• How does one study for a quarterly assessment.

• Student led.

THE GREAT TRIALS

HOMEWORK:

• Students will study for their first quarterly assessment.

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.”

• The teacher will review the importance of the Trial of Socrates and the Amistad Movement.

GREAT TRIALS

EXPLANATION

• Teacher will go over review sheet.

GREAT TRIALS

GUIDED PRACTICE:

• The teacher will assist the students in brainstorming how to answer DBQ and questions on quarterly assessment.

• Two students will be appointed one to write down responses on the Smart Board and the other individual will facilitate a class wide discussion in which students list and explain important strategies which need to be utilized when studying for a quarterly assessment with DBQ documents.

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

THE GREAT TRIALS

APPLICATION:

• Students will begin to work on the review sheet by pre-writing their essay response.

THE GREAT TRIALS

APPLICATION:

• While the students are pre-writing their essay, the teacher will walk around and observe. 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.

GREAT TRIALS

SYNTHESIS:

• Teacher will ask the student the following question: List one major point which remains unclear to them.

AMERICAN HISTORY II HONORS

PERIOD #1, Section #1

SWAT: After completing research in which students engaged in reading both primary and secondary sources, the students will be able to analyze the reasons for dropping the atomic bomb on Hiroshima and Nagasaki by participating in a debate on the decision to drop the atomic bomb writing and describing at least three reasons either in favor or against with an essay rubric score of 50/54.


NJCCCS:

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

• 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.

• 6.1.12.A.11.b : Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.


Common Core:

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?

• Under what conditions is it appropriate to go to war?


DO-NOW:

• What is America’s place in the world? What should America’s place be?

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. (If more time is needed).

• Students will write a reflective essay on their experiences both as active members of the debate team as well as by being observers reflecting on the strengths and areas of improvement needed in the debate.

• Students will prepare for a quiz on the material learned thus far from the debate and from information gathered from the information acquired in this unit on America’s decision to drop the atomic bomb.


REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS:

• Review the kinds of tactics which had been used by countries to win a war up to the point of 1945.

• The teacher will ask students to write about at least three tactics/strategies used by countries to win a war up to the point of 1945. A (Quick Write) formative assessment will be utilized for this purpose.

• While students are completed task, the teacher will walk around the classroom and observe. Thus an (Observation) formative assessment will also be utilized.

• Upon completion, the teacher will select a few students to share their (quick write) with the class.


EXPLANATION:

• Teacher will review the project grading rubric and expectations which was developed collaboratively with the students. The teacher will explain that students will complete a self-evaluation rubric which will not only include marking the rubric by category but also students must provide a narrative in which students provide specific, meaningful feedback. This needs to be done on both the self-rubric and peer-reviewed rubrics.

• The teacher will review the factors which need to be included in a debate referring to the anchor chart in the classroom.


GUIDED PRACTICE:

• Students will get into their groups to make final preparations for the debate on the decision to drop the atomic bomb.

• The teacher will be sure the students understand the task before them. The teacher will have the students signal with a thumbs-up; thumbs-down. Thus a (Thumbs-up; thumbs-down) formative assessment will be utilized.

• The teacher will walk around the classroom as the students are completing their finishing touches on the debate. Thus a (Classroom observation) formative assessment will 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:

• Students will be allowed one index card with notes on it and a blank sheet of paper so that they can take notes based on what is said by other members of the class relative to the debate.

• In addition, the teacher will walk around the classroom and observe the students at work. Thus an (Observation) formative assessment will also be utilized.

• Utilizing an (exit card) formative assessment, the students will write and describe at least three reasons either in favor or against the dropping of the atomic bomb in preparation for writing an essay response on this topic.


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.

• The teacher will assist students in describing the various issues which Truman faced when Japan initially refused to surrender in August of 1945.


PERIOD #1, Section #1

• SWAT: Given a quarterly assessment, the students will be able to demonstrate knowledge of events occurring from the early twentieth century starting with the rise in totalitarianism in Europe after World War I to the beginning of the Cold War era by scoring at least an 80% on the formative assessment.


NJCCCS:

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

• 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.

• 6.1.12.A.11.b : Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.


Common Core:

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?

• How might World War II have changed life from 1940 to 1945?

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

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

• What is the proper relationship between the people and the government?

• What does it mean to be American?

• Is there a higher standard than the law of nations?

• How did the Cold War change American society?


DO-NOW:

• Students will quickly look over their notes prior to completing the quarterly assessment.


Homework:

• Students should continue studying for their first quarterly assessment.


REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS:


EXPLANATION:

• Teacher will explain the directions for the quarterly assessment.


GUIDED PRACTICE:


APPLICATION:

• Students will complete quarterly assessment.


SYNTHESIS:

AP US HISTORY

SWAT: After engaging in the reading of both primary and secondary sources, and given the various transformations which occurred in North America during the pre-colonial period leading to a Revolution and the establishment of a Republican culture, the students will be able to demonstrate a knowledge of the events which occurred up to the writing of the Articles of Confederation by completing a quarterly assessment analyzing at least six main events and their influence on early American history with 90% accuracy.

AP US HISTORY

• NJCCCS: 6.1.12.A.2.b.: Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights to the spread of democracy around the world.

• 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


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

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

• How did the Declaration of Independence shape belief systems and independence movements?

• Why did the rebels win the war for independence?

AP US HISTORY

• HOMEWORK:The students will begin to review for their quarterly assessment.

AP US HISTORY

DO-NOW:

• The students will take a quick look at their notes before placing their notebooks underneath their desks.

AP US HISTORY

HOMEWORK:

The students will continue to review for their quarterly assessment.

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS:

AP US HISTORY

EXPLANATION:

• Teacher will distribute quarterly assessment and review expectations.

AP US HISTORY

GUIDED PRACTICE:

AP US HISTORY

APPLICATION;

• Students will complete quarterly assessment.

• While the students are completing their quarterly assessment, the teacher will walk around the classroom. Thus an (Observation) formative assessment will also be utilized.

• Additionally, the teacher will engage students in a conversation as necessary to be certain that students understand the task. Thus a (Student Conference) formative assessment will be utilized.

AP US HISTORY

SYNTHESIS:

AP US HISTORY

SWAT: After completing the reading of both primary and secondary documents, the students will be able to analyze how the South Atlantic system created an interconnected Atlantic World by completing their chapter test writing and explaining at least three major ways in which the system impacted the development of the British colonies scoring at least an eighty percent on their chapter test.

AP US HISTORY

• 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


• 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?

• What factors shaped the development of Native American society after contact with the Europeans in North America?

AP US HISTORY


• How did the French and Indian war affect the Native American population and the relations between Britain and her colonies?

• How did conceptions of American identity and democratic ideals emerge and shape the movement for independence?

• Why did the colonists rebel against Great Britain?

AP US HISTORY

• HOMEWORK: The students will listen to a flipped classroom lecture on Chapter #6: Making war and Republican Governments.” While reading as well as listening to the flipped classroom lecture, students should take notes.

• Students should study for their quarterly assessment to be given in class on Monday.

AP US HISTORY

DO-NOW:

• The students will take a quick look at their notes before placing their textbook, review book, and notebook underneath their desks.

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS

AP US HISTORY

EXPLANATION:

• Teacher will review directions for test.

AP US HISTORY

GUIDED PRACTICE:

AP US HISTORY

APPLICATION;

• Working individually, students will complete their chapter test.

• In the first half of class, students will write their essay. In the second half of the class, students will complete the remaining parts to their test.

• 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.

AP US HISTORY

SYNTHESIS:

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.

• 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.

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.

• 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.

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 november 3, 2014 united states history ii honors the great trials mr. peterson

Documents