SWAT

’S F

OR SEP

TEMBER

23,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

AMERICAN HISTORY II HONORS

SWAT:

• Given a graphic organizer and instruction, the students will be able to describe the causes of the rise in totalitarianism in Europe after World War I and the causes which brought about World War II by listing and explaining at least three of these causes with 80% accuracy.

NJCCCS:

• 6.1.12.D.11.a: Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s.

• 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.

• CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

•

AMERICAN HISTORY II (HONORS)

ESSENTIAL QUESTIONS:

• What were the causes of World War II?

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

AMERICAN HISTORY II HONORS

DO-NOW:

• What characteristics are needed in rulers to effectively govern society?

• Student led.

Timer Set:

2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)

 

AMERICAN HISTORY II HONORS

HOMEWORK:

• Students should finish work on their power point presentations.

AMERICAN HISTORY II HONORS

LESSON CONNECTIONS:

• Review how economics and the Great Depression brought about a rise in totalitarian dictators globally.

• Review events prior to the 1930’s which led to a rise in totalitarian dictators.

• Review the causes of World War II

TIMER SET: 10 Minutes

AMERICAN HISTORY II HONORS

EXPLANATION:

• The teacher will finish showing an instructional power point entitled: “Causes of WWII use on September 17, 2014”

•  Upon completing the first instructional power point, the teacher will show a second instructional power point entitled: “World War II use with lesson plan of September 18, 2014”

•  The teacher will show a You Tube video on the rise of totalitarian governments entitled: “Rise of Totalitarian governments”

• http://www.youtube.com/watch?v=WZt2row7v88&list=PLtXf78zN40CI7OEwGFq9XvNYbv0eY051n

• The teacher will go over the rubric and grading expectations for the power point presentation on Totalitarian governments to be delivered by students next class period.

AMERICAN HISTORY II HONORS

GUIDED PRACTICE:

• The teacher will assist the students in listing the major causes which led to World War II and the rise in totalitarian dictators. 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 facilitate a class wide discussion in which students share out their ideas listing and describing the major causes which led to World War II and the rise in totalitarian dictators.

•  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. 

Timer Set: 16 Minutes

AMERICAN HISTORY II HONORS

GUIDED PRACTICE

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

AMERICAN HISTORY I HONORS

APPLICATION

• Working in groups, students will continue to research one of the totalitarian regimes which became critical to the world and the United States during the 1920’s and 1930’s. A checklist will be provided.

• Students will include the following information in their power point.

• Title

• Country

• Ruler/Dictator

• Form of government

• How did World War I affect your country?

• What conditions led to the collapse of the old government?

• Who supported totalitarian leaders and why?

• How did their dictator seize power?

• What reforms did the dictator bring about?

• Bibliographic sources utilized

AMERICAN HISTORY II HONORS

APPLICATION:

• Students will prepare to share their power points with the class for a grade starting on Wednesday, September 24th.

• While the students are beginning to research on-line, 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 in a one on one conversation with students as needed. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing an (exit card) formative assessment, students will identify at least three of the major causes of World War II and how it also caused a rise in totalitarianism in Europe after World War I.

AMERICAN HISTORY II HONORS

SYNTHESIS:

• The teacher will assist students in describing the causes of the rise in totalitarianism in Europe after World War I.

•  The teacher will assist the students in identifying the causes of World War II.

Timer Set: 4 Minutes

THE GREAT TRIALS

SWAT:

• Given instruction and after completing a graphic organizer, the students will be able to identify Socrates and his significance to western European civilization by listing and describing at least two major observations which comes out of the 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.

• CCSS.ELA-LITERACY.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

                                                  

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 think of a point or issue raised in class. What is the benefit of the teacher asking students questions on material taught in class?

TIMER SET: 4 Minutes

 

 

THE GREAT TRIALS

HOMEWORK:

• Students will begin reading the handout written by I.F. Stone on the Trial and Death of Socrates. Students will take notes on their reading.

THE GREAT TRIALS

LESSON CONNECTIONS:

• Review previous lesson.

• Review ancient Greek philosophers and their quest for discovery

• Review ancient Greek philosophers and their quest for discovery and knowledge

Timer Set: 5 Minutes

THE GREAT TRIALS

EXPLANATION:

• Teacher will present a power point on the Trial and Death of Socrates entitled: “The Trial and Death of Socrates start with lesson plans of September 22, 2014”

•  Teacher will present a You Tube video entitled: “The Death of Socrates:

• Part I”

• http://www.youtube.com/watch?v=ZU_k4kLZVXU

Timer Set: 10 Minutes

THE GREAT TRIALSGUIDED PRACTICE:

• The teacher will assist the student in listing the major reasons why Socrates was placed on trial.

• The teacher will also assist the student in listing the major reasons why Socrates was put to death based on the You Tube video and power point presentation viewed thus far. A Smart Board graphic organizer will be utilized for this purpose.

•  Two students will be appointed to lead this part of the lesson. The first student will engage the class in a class wide discussion calling on students to list the major reasons why Socrates was placed on trial.

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

•  The remaining students will write down the information in their notebooks.

•  During this section of the lesson, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.

•  In addition, the teacher will engage in a one on one discussion as needed to clarify points of the lesson. Thus a (Student Conference) formative assessment will also be utilized.

Timer Set: Minutes

THE GREAT TRIALS

APPLICATION:

• The students will examine the picture the on the website titled the Death of Socrates. http://www.bc.edu/bc_org/avp/cas/his/CoreArt/art/resourcesb/dav_soc.jpg

•  Working individually at first, and then in groups students will answer the following questions:

• What is happening in the picture?

• What is in the cup being held by Socrates? (Hint: Hemlock)

• Is Socrates portrayed in the picture in a favorable or unfavorable light?

• What is the message of the painting? Utilizing an (exit card) formative assessment, students will write a sentence or two in which they state who Socrates was and why he was important.

THE GREAT TRIALS

APPLICATION:

•  Again, two students will be appointed to lead this part of the lesson. One student will facilitate and call on their fellow classmates in an effort to not only answer these questions, but in an effort to incorporate higher order thinking questions.

• While the students are discussing and answering the questions above, 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:

• Working from their notes, and in small groups, students will answer the following questions:

• Who was Socrates?

• Why is he remembered today?

• Who are those who accuse Socrates of criminal activity?

• Is what he did a crime today?

• How is the trial format as described in the website different/similar than the trial organization?

• Is it a more just system than ours, or is it less fair?

•  http://law2.umkc.edu/faculty/projects/ftrials/

• socrates/socratesaccount.html

THE GREAT TRIALS

APPLICATION:

• Again, two students will be appointed to lead this part of the lesson. One student will facilitate and call on their fellow classmates in an effort to not only answer these questions, but in an effort to incorporate higher order thinking questions.

•  While the students are discussing and answering the questions above, 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, students will write a sentence or two in which they state who Socrates was and why he was important and describe two major observations which comes out of the Trial.

THE GREAT TRIALS

SYNTHESIS: 

The teacher will assist the student in identifying who Socrates was, his contribution to the ancient world and why he was placed on trial.

Timer Set: 4 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 three major ways 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.

• CCSS.ELA-LITERACY.RH.9-10.3Analyze 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 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?

or

• The students will explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government.

• Student led.

Timer Set: 4 Minutes

 

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 Tuesday.

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.”

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

• Students read and studied Chapter #2: “American Experiments”, pp. 52-62. Go over information in their outlines.

TIMER SET: 10 Minutes

AP US HISTORY

EXPLANATION:

• Teacher will redistribute test.

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

• Teacher will go over Spain’s Tribute to the colonies.

Timer Set: 5 Minutes

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

GUIDED PRACTICE:

• Using a graphic organizer, the teacher will assist the students in creating a graphic organizer in which students list the various ways by which Spain’s conquest of the Aztec and Inca empires had a long enduring impact of their civilization.

•  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:

•  “City Upon a Hill” sermon written by John Winthrop, “ A Model of Christian Charity” (1630)

•  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 two major observations of the reasons why Winthrop led over 700 people to migrate and establish the Massachusetts Bay Colony in 1630.

TIMER SET: 16 Minutes

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.

Timer Set: 5 Minutes