swat’s for september 24, 2014 united states history ii honors the great trials mr. peterson
TRANSCRIPT
SWAT
’S F
OR SEP
TEMBER
24,
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 in a power point presentation 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:
• Working in groups, students will discuss the factors which they need to keep in mind when presenting a project such as today’s power point in front of a class.
• Student led.
Timer Set:
2 Minutes panning in groups
2 Minutes panning out (Student facilitator leads class discussion)
AMERICAN HISTORY II HONORS
HOMEWORK:
• Quiz on material learned thus far in the class next class period.
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
• Review how economics and the Great Depression brought about a rise in totalitarian dictators globally.
• Set up anchor chart on key components to take into account when presenting a power point in class
TIMER SET: 10 Minutes
AMERICAN HISTORY II HONORS
EXPLANATION:
• Teacher will remind students of power point expectations. Grading rubric for power point will be reviewed.
AMERICAN HISTORY II HONORSGUIDED PRACTICE:
• Setting up an anchor chart, the teacher will assist students in listing factors which need to be kept in mind when giving a verbal presentation.
• 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 factors which need to be kept in mind when giving a verbal presentation.
• 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.
Timer Set: 16 Minutes
AMERICAN HISTORY I HONORS
APPLICATION
• Working in groups, students will present verbally their power points on one of the totalitarian regimes during the 1920’s and 1930’s.
• 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.
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 explaining 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 evaluate the following statement:
• “You are not prosecuting me for any unlawful or pious act…You are not prosecuting me for anything I did, but for what I have said and taught.”
• Students will think of a new idea/ invention, etc. which has occurred in their lifetime. Next, they will imagine life without this new idea. How does this new idea change their life? How would their lives be different without this new idea?
• A student facilitator will lead a brief discussion.
TIMER SET: 4 Minutes
THE GREAT TRIALS
HOMEWORK:
• Students will continue reading the handout 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 and knowledge
• Review charges against Socrates.
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
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 put to death and why his trial was important 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 and why he was put to death.
• 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
APPLICATION:
• The students will then read out loud an excerpt written by I. F. Stone entitled:
• “How Socrates Might Have Easily Won Acquittal”
• http://www.cwsl.edu/content/benner/thetrialofsocrates.pdf
• Students will work in small groups and evaluate the argument presented by I. F. Stone—in their opinion, could Socrates have easily won acquittal? Explain.
• A student facilitator will be appointed to lead a brief discussion.
• Again, the teacher will walk around the room and observe the students. Thus an (Observation) formative assessment will be utilized.
• Utilizing an (exit card) formative assessment, the students will list one reason why the Trial of Socrates had important repercussions in Ancient Greece and list two major reasons why the Trial has influenced the conduct of people in modern times.
THE GREAT TRIALS
SYNTHESIS:
The teacher will assist the student in explaining why the Trial of Socrates had important repercussions in Ancient Greece and how the Trial has influenced the conduct of people in modern times.
Timer Set: 4 Minutes
AP US HISTORY
SWAT:
• Given instruction and analyzing primary documents, the students will be able to write down and explain at least three major points brought out from having read the primary reading on “Maryland Protects Religious Belief: Maryland Act of Religious Toleration (1649)” reflecting on the important ways by which the 1649 Toleration Act protecting people’s rights to worship freely 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 HISTORY
DO-NOW:
• 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 write a paragraph on two themes:
• 1.) What made New England different from New France and New Netherland?
• 2.) How did New Englanders’ religious ideas influence their relations with neighboring Native American peoples?
AP US HISTORY
LESSON CONNECTIONS:
• The teacher will review last night’s homework assignment with the students:
• Students read and studied Chapter #2: “American Experiments”, pp. 62-71. Go over information in their outlines.
TIMER SET: 10 Minutes
AP US HISTORY
EXPLANATION:
• Teacher will go over Spain’s Tribute to the colonies.
• Teacher will go over Plantation colonies.
• Teacher will go over instructional power point (flipped classroom model)
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 list the various characteristics and issues of individuals who inhabited the Plantation 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
GUIDED PRACTICE:
• A second graphic organizer will be created in which students compare and contrast the experiences of indentured servants and slaves in the Chesapeake with the Caribbean. In what ways are they similar and in what ways are they different.
• Again, two students will co-facilitate. A suitable Smart board graphic organizer will be utilized.
• One student 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 will write down the responses on the Smart Board utilizing anappropriate Smart Board graphic organizer.
AP US HISTORY
APPLICATION:
• Working individually, students will read silently:
• “The Limits of the Puritan Community: The Trial of Anne Hutchinson (1637)”
• 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:
• Working individually and then in groups, students will answer the following questions:
• 1. According to the transcript, why did Hutchinson run afoul of the colony’s leaders? What is the charge against her?
• 2. Why do the colony’s leaders react so strongly when Hutchinson claimed a divine revelation?
• 3. To what extent were Hutchinson’s problems a result of her being female? What does her case reveal about the extent (or absence) of gender equality in Puritan society?
TIMER SET: 16 Minutes
AP US HISTORY
APPLICATION:
• A student facilitator will lead a brief discussion posing and eliciting responses to each of the three questions stated above.
• Utilizing an (exit card) formative assessment, students will be able to describe at least three major points from having read the primary reading on Anne Hutchinson and how Hutchinson’s experiences were important and enduring to the transformation of North America describing at least one major way in which her actions impacted the development of life.
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