SWAT

’S F

OR SEP

TEMBER

29,

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 analyzing 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:

• Students will gather into their groups to work on finishing touches before presenting.

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.

• Students will continue to read Weber’s work:

• “The Good War Myth of World War II”

• http://www.ihr.org/news/weber_ww2_may08.html

• and prepare for a Socratic Circle to be conducted in class on Thursday, October 2nd.

• Students will explore the tumultuous relationship between Native Americans and other white groups blossomed throughout time culminating in the issues of World War II to reign freedom globally. This will be accomplished by having students write an essay in which they compare and contrast each of these groups and time periods with the theme of respect.

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 Thursday, September 25th.

• 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 how totalitarianism changed the behavior of countries during World War II.

Timer Set: 4 Minutes

THE GREAT TRIALS

SWAT:

• After completing secondary reading on the background to the trial, the students will be able to formulate an opinion on whether or not it was justified for Socrates to win acquittal by participating in a Socratic circle and explaining at least three reasons to support their position with 90% 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

SWAT

After completing a graphic organizer and given a primary source entitled Plato’s Apology, the students will be able to explain why the Trial of Socrates had important repercussions in Ancient Greece by describing at least three ways in which the Trial was significant 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 TRIALS

DO-NOW:

• Working in groups, students will evaluate the following statement:

• “To what degree is freedom of speech an important liberty and right? Do you believe the government has the right to restrict this freedom? Under what conditions?” Explain.

TIMER SET: 4 Minutes

 

 

THE GREAT TRIALS

HOMEWORK:

• Students will finish reading the account of the trial and death of Socrates

•  The Apology

• http://classics.mit.edu/Plato/apology.html

• Students will distinguish between disrespect based on race and compare it to disrespect based on ignorance as it applies to the Trial of Socrates. This will be accomplished by having students write a short response in which they compare and contrast how ignorance applied to the Trial of Socrates and how it applies today when it comes to issues of disrespect.

THE GREAT TRIALS

LESSON CONNECTIONS:

• The teacher will remind students of the difference between a dialogue and debate drawing their attention to the anchor chart on wall in which the students listed the difference between a dialogue and debate.

Timer Set: 5 Minutes

THE GREAT TRIALS

EXPLANATION:

• The teacher will review how the Socratic Circle exercise will work. The teacher will review the Socratic Circle rubric.

Timer Set: 10 Minutes

THE GREAT TRIALS

GUIDED PRACTICE:

• The teacher will inform the students to get into either the Inner or Outer Socratic circle informing members of the inner circle to have a writing utensil and a copy of the primary source articles as well as their notes. The outer circle should have a copy of these items as well and in addition, a copy of the “Socratic Circle Feedback Form.”

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

Timer Set: Minutes

THE GREAT TRIALSAPPLICATION:

• Utilizing the Socratic Circle pedagogical technique, the students will address the major points brought forward from all the sources studied. Students should initially form the discussion based on the questions which they had written up prior to coming to class.

• 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:

• In addition, the students should also draw on their reading of 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. 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.Having previously 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

• while in the circle, students should also evaluate the argument presented by I. F. Stone—in their opinion, could Socrates have easily won acquittal? Explain.

• Again, the teacher will walk around the room and observe the students. Thus an (Observation) formative assessment will be utilized.

• Utilizing a (one paragraph) formative assessment, the students will state their opinion on whether or not it was justified for Socrates to win acquittal.

THE GREAT TRIALS

SYNTHESIS: 

• The teacher will wrap up the lesson by reminding the students of the lessons learned from the Socratic Circle activity.

Timer Set: 4 Minutes

AP US HISTORY

SWAT:

• After 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 reviewing for their chapter test 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?

• In what ways did European migrants transfer familiar patterns and institutions to their colonies in the Americas, and in what ways did they create new American worlds?

• How did Native Americans adapt to the growing presence of Europeans among them?

AP US HISTORY

DO-NOW:

• Students will create their own do now. The teacher will select one from those submitted.

•  Student created and led.

Timer Set: 4 Minutes

 

AP US HISTORY

HOMEWORK:

• Students will review for their test during Monday’s class period, September 29th and test on Chapter #2 will occur on September 30th. Students should pre-write their essays and review for their test on Chapter #2.

• Students will write a short reaction paper in which they explore the issue of disrespect over time looking first to the interactions with the Natives---the disrespect given to the colonists from the British. Students will distinguish between the disrespect given to the colonists from the British prior to 1776 and the issues which we confront today which often result in disrespect. How are they similar? How are they different?

AP US HISTORY

LESSON CONNECTIONS:

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

•  Students should have completed the Review questions from the chapter located on pp. 72-73 answering each question in a complete sentence.

TIMER SET: 10 Minutes

AP US HISTORY

EXPLANATION:

• Teacher will go over chapter #2 test expectations. Teacher will reflect on a “flipped classroom” assignment—namely a power point in which students should have viewed the previous day for homework which was a review sheet on the major events and people learned in the unit.

Timer Set: 5 Minutes

AP US HISTORY

GUIDED PRACTICE:

• Using a graphic organizer, the teacher will assist the students in creating a suitable graphic organizer in which the students review the important concepts and people learned in this unit.

•   Two students will co-facilitate.

•  One student will lead a classwide discussion in which students list the various wars which went on; including what caused them and their effect on American society.

•  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, the students will continue reviewing for their test on Chapter #2 to be given in class on Tuesday, September 30th.

•  Upon the conclusion of individual students reviewing, students will turn to the student next to them and engage in a discussion/quiz session in which each student quizzes the other on a major point which is critical to their understanding of Chapter #2. Students should ask each other questions based on both the text as well as the primary reading in the unit. Thus a (turn-to-your-partner) formative assessment will be utilized.

•  In the second half of the class, the students will pre-write their essay for tomorrow’s class. 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.

AP US HISTORY

APPLICATION:

•  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.

•  Utilizing a (paragraph) formative assessment, drawing on their text and primary readings, students will be able to describe at least three major ways by which European migrants transferred familiar patterns and institutions to their colonies in the Americas and how this created 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.

Timer Set: 5 Minutes