swat’s for september 19, 2014 united states history ii honors the great trials mr. peterson

SWAT

’S F

OR SEP

TEMBER

19,

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:

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

Timer Set:

2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)


HOMEWORK:

• Students should read Chapter #34: “The Origins of World War II,” pp. 435-447 and outline the chapter in their notebook.


LESSON CONNECTIONS:

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

• Review Chapter 30 Homework



• 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?

Students will read Documents 5 and 6:

Students will answer the following questions, individually and then in small groups directed by a student facilitator:

What is the connection between speculation in stocks and a depression?

Can installment buying help cause a depression? Explain your reasoning carefully.


APPLICATION:

Students will read Document 7: Forty-six Cents a Day.

Students working individually and then in groups led by a group facilitator will engage the class in a discussion based on the following question: “Forty Six cents a Day”, Is this an accurate title? Explain

Students will compare Document 7 with Document 8: “Gar Wood, Inc.”

In what way would it have been in the interest of Gar Wood, Inc. to have had the Caldwell family make a lot more money?

A student facilitator will lead a brief discussion comparing Document 7 with Document 8 after having students work individually and then in small groups.


APPLICATION:

Students will review having read Documents 9: “Income Distribution, “

Document 10: “On Production” and Document 11: “The Stumbling Block.

Working individually and then in small groups, students will refer to Income distribution answering the following questions:

a. What was the pverty line for the average American family in 1929?

b. What percentage of American families lived at or below that line in 1929?

c. Which income category did Gladys Caldwell and her family fall into?

d. Did uneven income distribution help cause the Great Depression?

AMERICAN HISTORY HONORS

APPLICATION:

In considering Document 10: On Production, students should be challenged to consider the reasons why Davis worries about the economy in early 1929.

Finally, students should consider Document 11: “The Stumbling Block”. Working individually and then in small groups students will consider the following questions:

1. What does the cartoon say was a big problem for US farmers?

2. What happens to prices when surpluses are high?

3. Why do prices fall?

4. What is the cause and effect chain of events that connects farm overproduction and a nationwide depression?


APPLICATION:

A student facilitator will lead a brief discussion based on these documents and questions.


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 completing 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 TRIALS

DO-NOW:

Students will quickly look over their notes prior to completing their History test.Student led.

• TIMER SET: 4 Minutes

THE GREAT TRIALS

HOMEWORK:

• No assigned homework.

THE GREAT TRIALS

LESSON CONNECTIONS:

Timer Set: Minutes

THE GREAT TRIALS

EXPLANATION:

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

• The teacher will pass out the test.

Timer Set: 1 Minute

THE GREAT TRIALS

GUIDED PRACTICE:

Timer Set: Minutes

THE GREAT TRIALS

APPLICATION:

• Students will complete Great Trial unit test assessment.

• While the students are completing 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.

THE GREAT TRIALS

SYNTHESIS:

Timer Set: Minutes

AP US HISTORY

SWAT:

• Given instruction and analyzing primary documents, the students will be able to identify and describe how European migrants transferred familiar patterns and institutions to their colonies in the Americas and how this created new American worlds by describing at least one major way in which these patterns got transferred and adapted to the new American worlds with 90% accuracy.

AP US HISTORY

• STANDARDS:

• 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

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 HISTORYDO-NOW:

• What are some of the issues which need to be addressed when one culture comes into contact with another? What are the advantages and disadvantages.

• What are colonies? What is the difference between continuity and change?


AP US HISTORY

HOMEWORK:

• Students will read and study Chapter #2: “American Experiments”, pp. 52-62 and continue working on their outlines. Outlines to be checked in class on Monday.

AP US HISTORY

LESSON CONNECTIONS:

• Review AP Unit test briefly.

• The teacher will review last night’s homework assignment with the students:

• “Thinking Like a Historian, pp. 50-51” and answer the four questions on page 51 “Analyzing the Evidence.”


AP US HISTORY

EXPLANATION:

• Teacher will show an instructional power point from the author of the textbook on Chapter #2: “Author Preview video”.


AP US HISTORY

GUIDED PRACTICE:

• Using a graphic organizer, the teacher will assist the students in creating a graphic organizer in which students point out the issues which needs to be taken into account with the development of colonies.

• Two students will co-facilitate.

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

• A second student facilitator will record the information on a suitable Smart Board graphic organizer.

AP US HISTORY

GUIDED PRACTICE:

• While the students are working in groups and during the class wide discussion, the teacher will walk around the classroom and observe students individually as they work in their groups. Thus, an (Observation) formative assessment will be utilized. 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.

AP US HISTORY

APPLICATION:

• Working individually, students will read silently:

• “Testimony of Acoma Indians” entitled: “Indians Resist Spanish Conquest” (1599)

• While the students are reading, the teacher will walk around the classroom and observe the students as they read and take notes in outline form based on their reading. 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 the material. Thus a (Student Conference) formative assessment will also be utilized. Upon the conclusion of the primary reading, the students will turn to the student next to them and engage in a conversation about the reading asking their partner key questions based on the reading. Thus, a (turn-to-your-partner formative assessment will be utilized).

AP US HISTORY

APPLICATION:

• Utilizing an (exit card) formative assessment, students will be able to describe at least one major way in which these patterns got transferred and adapted to the new American worlds.


AP US HISTORY

SYNTHESIS:

The teacher will assist students in identifying and describing how European migrants transferred familiar patterns and institutions to their colonies in the Americas and how this created new American worlds.


swat’s for september 19, 2014 united states history ii honors the great trials mr. peterson

Documents

american history

great depression use

great depression listing

depression years

honors homework

great trials

minutes slide

honors swat