swat’s for october 9, 2014 united states history ii honors the great trials mr. peterson

SWAT’S F

OR OCTOBER

9,

2014UNITE

D STATES HISTO

RY II HONORS

THE G

REAT TR

IALS

MR. PETERSON

AMERICAN HISTORY II HONORSSWAT:• 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.

http://www.corestandards.org/ELA-Literacy/RH/9-10/1/

AMERICAN HISTORY II HONORSSWAT: (SECTION 2 ONLY)• After reading primary as well as secondary sources and

researching American involvement in World War II, the students will be able to formulate an opinion on American involvement in World War II by participating in a Socratic Circle and by explaining whether America should have become involved in World War II synthesizing and presenting at least two arguments to support their position with 80% accuracy.

AMERICAN HISTORY II (HONORS)ESSENTIAL QUESTIONS:• What were the causes of World War II?• Is American foreign policy motivated by ideals

or self-interest?• How does involvement in the world shape

American society at home?

AMERICAN HISTORY II HONORSDO-NOW:• Students will take their positions in preparation for

participation in either the “Inner” or “Outer” Socratic Circle. •

Timer Set:2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)

AMERICAN HISTORY II HONORSSECONDARY DO-NOW:Working in groups, students will discuss/address the following

question: Think of the war in Afghanistan and Iraq. What are the pros and cons of American involvement in the war? Is it merely to fulfill the mission of former President George Bush who stated that we were waging a war on terrorism? How is the war on terrorism different from World War II? Explain.

AMERICAN HISTORY II HONORSHOMEWORK:• Students will finish the Socratic Circle handout for

homework and write an analytical paragraph about what they learned from participating in the Socratic Circle.

• 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 HONORSLESSON CONNECTIONS:• The teacher will review anchor chart on wall in which the

students listed the difference between dialogue and debate. TIMER SET: 10 Minutes

AMERICAN HISTORY II HONORSEXPLANATION:• Teacher will remind students of power point expectations.

Grading rubric for power point will be reviewed.• Teacher will review with students’ expectation for Socratic

Circle exercise including the grading rubric. Socratic Circle on formulating an opinion on American involvement in World War II to occur in class on October 2nd.

• Teacher will show a You Tube video clip on American involvement in World War II entitled: “In Defense of World War II” http://www.youtube.com/watch?v=isAu6TteFjI

AMERICAN HISTORY II HONORSGUIDED 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 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.”

• While the students are taking their positions in class, either as participants in the outer or inner circle, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

• Timer Set: 16 Minutes

AMERICAN HISTORY I HONORSAPPLICATION• Utilizing the Socratic Circle pedagogical technique, the students will address the

major points brought forward from all the sources studied including the primary sources and videos on World War II. Students should initially form the discussion based on the questions which they had written up prior to coming to class. From the Socratic Circle exercise students will formulate an opinion concerning American involvement in World War II.

• Students should base their commentary on having read from their text, the primary source entitled: “The Good War Myth of World War II” written by Mark Weber

• http://www.ihr.org/news/weber_ww2_may08.html• as well as the You Tube video clip on American involvement in World War II

entitled: “In Defense of World War II” http://www.youtube.com/watch?v=isAu6TteFjI.

• While the students are participating in the Socratic Circle, the teacher will walk around the classroom and observe the students. Thus a (Classroom observation) formative assessment will be utilized.

• Utilizing an (exit card) formative assessment, the students will state their opinion on whether or not America should have intervened in World War II by writing a paragraph supporting their viewpoint.

AMERICAN HISTORY II HONORSAPPLICATION:• 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 HONORSAPPLICATION:• Students will continue to research and prepare for a

Socratic Circle on formulating an opinion concerning American involvement in World War II.

• Socratic Circle scheduled to occur on Thursday, October 2nd. In preparation for the Socratic Circle, students will be instructed to begin reading: “The Good War Myth of World War II” written by Mark Weber

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

AMERICAN HISTORY II HONORSAPPLICATION:• As the students read the scholarly essay, they should take

notes. While the students are reading, 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 assessment), the students will analyze at least two advantages and two disadvantages of American neutrality during World War II with 80% accuracy.

AMERICAN HISTORY II HONORSSYNTHESIS:• The teacher will assist students in describing how

totalitarianism changed the behavior of countries during World War II.

• The teacher will assist students in evaluating the pros and cons of American neutrality during World War II.

Timer Set: 4 Minutes

AMERICAN HISTORY II HONORS• Swat:: (Section 2)• After completing a graphic organizer, the students will be

able to read a small excerpt and to formulate an introductory paragraph from the thesis based on a historical excerpt by listing at least three major factors which need to be taken into account when writing an introductory paragraph with 80% accuracy.

AMERICAN HISTORY II (HONORS)ESSENTIAL QUESTIONS:• In what way is it important for an introductory

paragraph to be in alignment with the thesis statement?

• How is the introductory paragraph an integral part of the essay?

AMERICAN HISTORY II HONORSDO-NOW:• Working in small groups, students will list the factors which

need to be taken into account when developing an introductory paragraph.



AMERICAN HISTORY II HONORSHOMEWORK:• Week of Respect final draft due

AMERICAN HISTORY II HONORSLESSON CONNECTIONS:• Review the writing of the thesis statement.• Review the You Tube video clip on writing of a thesis

statement http://www.youtube.com/watch?v=5HePQWodWiQ TIMER SET: 10 Minutes

AMERICAN HISTORY II HONORSEXPLANATION:• Teacher will present a You Tube video clip on how to

develop an introductory paragraph. http://www.youtube.com/watch?v=clPtbFT23Bs

• Teacher will present a second You Tube video clip on how to develop an introductory paragraph.

• http://www.youtube.com/watch?v=bgCujqVW-8E&feature=related

AMERICAN HISTORY II HONORSGUIDED PRACTICE:• Using a graphic organizer, teacher will assist students in listing the

major points which need to be considered when developing an introductory paragraph. Smart Board technology 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 the major points which need to be considered when developing an introductory paragraph.

• 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.


AMERICAN HISTORY II HONORSAPPLICATION• Working individually, students will be given a topic. Next, students will practice

writing introductory paragraphs starting with the hook or topic sentence and funneling out to the thesis statement.

• Anchor chart to be created.• While the students are practicing writing their introductory paragraphs, 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 students in a one on one conversation to ensure their understanding of the lesson. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing an (exit card) formative assessment, the students will list the three major parts to the Introductory paragraph

• Grab Reader’s attention• Narrow reader’s focus• Thesis statement• Students will describe how the “funnel” approach enables the writer to address

each of the three major parts of the Introductory paragraph.

AMERICAN HISTORY II HONORSSYNTHESIS:• The teacher will assist students in a further understanding

of the important role an introductory paragraph plays to the overall development of an essay.


AMERICAN HISTORY II HONORS• Swat:: (Section 1)• After completing a graphic organizer, the students will be

able to read a small excerpt and to formulate a concluding paragraph based on a historical excerpt by listing at least one major factor which needs to be taken into account when writing a concluding paragraph with 80% accuracy.

AMERICAN HISTORY II (HONORS)ESSENTIAL QUESTIONS:• In what way is it important for the concluding

paragraph to be in alignment with the thesis statement as well as the introductory and supporting paragraphs?

• How is the concluding paragraph an integral part of the essay?

AMERICAN HISTORY II HONORSDO-NOW:• Working in small groups, students will list the factors which

need to be taken into account when writing a concluding paragraph to an essay.

• Student led.



AMERICAN HISTORY II HONORSHOMEWORK:• Students will study for a quiz on what they learned so far

about writing introductory and concluding paragraphs.

AMERICAN HISTORY II HONORSLESSON CONNECTIONS:• Review the writing of the thesis statement.• Review the You Tube video clip on writing of a thesis

statement• http://www.youtube.com/watch?v=5HePQWodWiQ• Review the You Tube video clip on writing an introductory

paragraph• http://www.youtube.com/watch?v=clPtbFT23Bs

TIMER SET: 6 Minutes

http://www.youtube.com/watch?v=clPtbFT23Bs

AMERICAN HISTORY II HONORSEXPLANATION:• Teacher will present a You Tube video clip on how to

develop a concluding paragraph.• http://www.youtube.com/watch?v=eYzuw70yhSU

AMERICAN HISTORY II HONORSGUIDED PRACTICE:• Using a graphic organizer, teacher will assist students in listing the

major points which need to be considered when developing a concluding paragraph. Smart Board technology 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 the major points which need to be considered when developing an introductory paragraph.

• 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.


AMERICAN HISTORY II HONORSAPPLICATION• Working individually, students will be given a topic. Next, students will

practice writing concluding paragraphs starting with the topic sentence and funneling out to the concluding statement. After allowing about ten minutes, a student facilitator will be appointed to lead a discussion.

• Anchor chart to be created. Students will discuss inverted funnel approach.• While the students are practicing writing their concluding paragraphs, 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 students in a one on one conversation to ensure their understanding of the lesson. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing an (exit card) formative assessment, the students will list the major parts to the Concluding paragraph

• Restate thesis in a more sophisticated way• Broaden out reader’s focus• Concluding sentence (statement)

AMERICAN HISTORY II HONORSSYNTHESIS:The teacher will assist students in a further understanding of

the important role a concluding paragraph plays to all parts of the essay.

THE GREAT TRIALSSWAT• After completing a K-W-L graphic organizer, the students will be

able to examine the legal definition of the charges and how they were presented to the court in Socrates' case explaining at least two major charges brought against Socrates and two major ways in which the case was handled by the court 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.

• 6.3.4.A.1: Evaluate what makes a good rule or law.•

THE GREAT TRIALSESSENTIAL 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 answer the following questions:• What does the word corrupt mean? How are people corrupted?

Socrates was accused of corrupting the “youth of Athens?” What did he do?

• A student facilitator will be appointed to lead a brief discussion. • TIMER SET: 4 Minutes

THE GREAT TRIALSHOMEWORK:• Students will create an outline for a community service

program that would be geared toward helping corrupted youth. Include a mission statement and target demographics. The outline in class will be handed in and discussed during the next class period.

THE GREAT TRIALSLESSON CONNECTIONS:• Teacher will review how the jury system works today.


THE GREAT TRIALSEXPLANATION:• Teacher will distribute quiz based on material learned thus

far.


THE GREAT TRIALSGUIDED PRACTICE:• The teacher will assist the students in setting up a graphic organizer in which

both teacher and students describe the charges which were alleged against Socrates. This will be a K-W-L graphic organizer. If available, 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 listing and describing the charges which were alleged against Socrates.

• 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 conversation with

students as needed. Thus a (Student Conference) formative assessment will also be utilized.

Timer Set: Minutes

THE GREAT TRIALSAPPLICATION:• Working individually and in small groups, students will discuss

the answer(s) to 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?• After working through these questions, a student facilitator will

be appointed to lead a brief discussion.

THE GREAT TRIALSAPPLICATION:• Socrates was accused of, among other things, the corruption of youth.

Working in small groups, students will discuss the charges brought against Socrates. What were the exact charges? Who was Socrates to have corrupted? Was there any proof? What is "corruption of youth?" What forms does it take? Do you know anyone who could be accused of a similar crime?

• While the facilitator is leading a brief discussion having the students share out discussing the charges brought against Socrates, the teacher will walk around the classroom and observe the students. Thus an (Observation) formative assessment will be utilized.

• In addition, the teacher will engage in a one on one conversation as needed with students to check for their understanding. Thus a (Student Conference) formative assessment will also be utilized.

• Utilizing an (exit card) formative assessment, the students will list at least one reason why Socrates was accused of “corrupting the youth” of Athens.

THE GREAT TRIALSSYNTHESIS: • The teacher will assist the students in identifying and

describing the role and function of juries in the court system.


AP US HISTORYSWAT:• After completing the reading of both primary and

secondary documents, the students will be able to analyze how the South Atlantic system created an interconnected Atlantic World by reviewing for their chapter test writing and explaining at least three major ways in which the system impacted the development of the British colonies.

AP US HISTORY• STANDARDS:• NJCCCS: 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 HISTORYESSENTIAL QUESTION:• How did the South Atlantic System create an interconnected Atlantic

World, and how did this system impact development in the British Colonies

• How did relations between English colonists and Native Americans evolve over time?

• How did cultural values and conceptions of group identity and autonomy emerge out of cultural interactions between British government officials, Africans and Native Americans?

• How did these ideas and beliefs shape colonial identity, politics, culture and society?

• How and why did slavery develop in the British colonies?• How were changing religious ideals, Enlightenment beliefs, and republican

perspectives influenced by Atlantic World exchanges?

AP US HISTORYDO-NOW:• Working in groups, the students will review the necessary

steps which need to be taken in reviewing for their chapter test.

TIMER SET: 4 MINUTES

AP US HISTORYHOMEWORK:• The students will begin reviewing for a chapter test on

Chapter #3: The British Atlantic World, 1660-1750. Test to be given on Friday, October 10th.

AP US HISTORYLESSON CONNECTIONS• The teacher will review information which students acquired from

having read and listened to the lecture on Chapter #3 posted to my website.

• The teacher will go over the information contained in yesterday’s lesson as needed to re-enforce the important points including the answers to the questions in yesterday’s Application section:

• 1.) How did the various Indian tribes respond to colonization?• 2.) How and why was European colonization changing Native

American society?• 3.) What would have happened if the French had left North America?• The teacher review the handouts previously assigned. TIMER SET:

10 Minutes

AP US HISTORYEXPLANATION:• Teacher will go over the New Politics of Empire, 1713-1750. • The teacher will review selected points from the flipped

classroom lecture on Chapter #3: “The British Atlantic World, 1660-1750.”


AP AMERICAN HISTORYGUIDED PRACTICE:• Using a graphic organizer, the teacher will assist the students

in creating a suitable graphic organizer in which the students analyze the major issues dealt with in this chapter to further help them prepare for tomorrow’s test.

• The teacher will ask students if they understand what they are to do. A (thumbs up, thumbs down) formative assessment will be utilized.

• Two students will co-facilitate.• One student will lead a classwide discussion in which

students create a suitable graphic organizer in which students analyze the major issues dealt with in this chapter.

AP AMERICAN HISTORYGUIDED PRACTICE:

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

• 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, during the first period, students will begin

to go through the review sheet posted on-line.• Next, working with a partner, students will quiz each other on

the important points, concepts on the review sheet. Thus a (Turn-to-your-partner) formative assessment will be utilized.

• Next, a mini-game of Jeopardy will be played with the students dividing the class into two teams.

• In the second half of the class, students will pre-write the essay part of their test.

• 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 HISTORYAPPLICATION:

• 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 (short answer) formative assessment, drawing on their text and secondary readings, the students will write a paragraph in which they analyze how the South Atlantic system created an interconnected Atlantic World by reviewing for their chapter test writing and explaining at least three major ways in which the system impacted the development of the British colonies.

AP US HISTORYSYNTHESIS:The teacher will assist students in analyzing how the South

Atlantic system created an interconnected Atlantic World by reviewing for their chapter test writing and explaining at least three major ways in which the system impacted the development of the British colonies.


swat’s for october 9, 2014 united states history ii honors the great trials mr. peterson

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