swat’s for september 10, 2014 united states history ii honors the great trials mr. peterson

SWAT

’S F

OR SEP

TEMBER

10,

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:

• Working in groups, students will answer the following questions: If you were living back in the Great Depression years and you were president of the United States, how would you have dealt with the economic ills of society? Explain.

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.


LESSON 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

• Emergency Lesson Plans (Student helpers need to be listed and briefed)

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

• Review Chapter 30 Homework

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


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.



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.


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:

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 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 discuss and evaluate the following statement: “Upon close reading, trials can be made to reveal not only a society's practice of adjudication and system of jurisprudence, but also its often hidden beliefs, customs, and cultural values.” To what extent do you agree with this statement. Evaluate.

• Student led.

• 2 Minutes panning in groups

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

THE GREAT TRIALS

HOMEWORK:

• 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

Students create file folders for student work

Emergency Lesson Plans (Student helpers need to be listed and briefed)


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:

• After having read about preparing for the AP US Exam, and given instruction, the students will be able to identify 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 listing and describing at least two ways in which this change transformed western civilization and impacted the development of the Americas with 90% accuracy.

NJCCCS: 6.1.8.A.1.a; 6.1.8.D.1.b; 6.1.12.C.1.a

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:

• Working in groups, students will discuss how landscape, climate, and resources influenced the development of Native American societies?

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

Timer Set: 2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)

AP US HISTORY

HOMEWORK:

• Students will read pp. 32-36 outlining the major points in Chapter 1: “Colliding Worlds, 1450-1600”. Outline will be collected next class period.

AP US HISTORY

LESSON 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

• Students create file folders for student work

• Emergency Lesson Plans (Student helpers need to be listed and briefed)


AP US HISTORY

EXPLANATION:

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

• Teacher will have students read Document 1-1: Thomas Hariot, A Briefe and True Report of the New Found Land of Virginia (1588).


AP US HISTORY

GUIDED PRACTICE:

• Using a graphic organizer, students will list and describe how the Algonquin Indians’ religious beliefs.

• A student facilitator will be appointed to lead a classwide discussion after students have finished pairing and sharing their ideas in groups. Thus a (Pair-Share) formative assessment will be utilized.

• Additionally, the teacher will walk around the classroom and observe students individually as they work in their groups. The teacher will engage students, as necessary, in a one-on-one conversation to check for understanding. Thus a (Student Conference) formative assessment will be utilized.

• 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

• Working individually and then in small groups, students will discuss the answer to the following two comprehension questions based on having read Document 1-1: Thomas Hariot, A Briefe and True Report of the New Found Land of Virginia (1588):

• What attitude does Hariot seem to have toward the religion of the Algonquin Indians he encountered?

• What effect do you imagine Hariot’s account of the Algonquins had on his English readers?

• After a few minutes of discussion in groups, a student facilitator will lead a brief discussion challenging the students to tease out the implications behind the answers to each of these questions.

• Timer Set: 16 Minutes

AP US HISTORY

APPLICATION:

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

• The teacher will engage students in a one on one conversation to check individually for learning and understanding. Thus a (Student Conference) formative assessment will be utilized.

• Utilizing an (exit card) formative assessment, students will be able to list and describe at least one way in which Hariot describes and explains how the Algonquin Indians’ religious beliefs impacted the culture and civilization of the Native American people.

AP US HISTORY

SYNTHESIS:

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

The teacher will assist students in identifying and describing how culture and civilization changed as a result of cultural diffusion and the impact of the Algonquin Indians on civilization and culture of the time.


swat’s for september 10, 2014 united states history ii honors the great trials mr. peterson

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