swat’s for january 12, 2015 united states history ii honors the great trials mr. peterson

SWAT

’S F

OR JANUARY

12,

2015

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

AMERICAN HISTORY II, GREAT TRIALS AND AP US HISTORYSWAT:

Given the 2015 National Women's History Project's theme: "Weaving the Stories of Women's Lives" , the students will be able to produce clear and coherent writing with development, organization and style appropriate to the task, purpose and audience by planning, editing, pre-writing and using technology especially the internet to achieve a score of 3 on the PARCC Narrative Writing Rubric.

AMERICAN HISTORY II HONORS

PERIOD #3 and 5 SECTION #1 AND 2

• SWAT: After having read primary readings from the Truman Library, and taken notes on an instructional power point presentation, the students will be able to analyze the reasons why Truman decided to call for military action against North Korea by debating Truman’s decision to invade Korea engaging in military action in North Korea in the early 1950’s explaining at least three of the arguments both in favor and against the invasion with a debate rubric score of at least a 50 out of 60 possible points on the rubric.


NJCCCS:

• 6.1.12.A.12.a. Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War


Common Core:

CCSS.ELA-LITERACY.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.


ESSENTIAL QUESTIONS:

• What is America’s place in the world?


• Under what conditions should a nation go to war?


DO-NOW:

• Students will gather into their groups for the second day of the debate.


• Homework:

• The students will prepare to debate whether or not Harry S. Truman should have called for military action against Korea.

• The students will complete their Debate feedback rubric form.

• Homework over the break:

• Students will find two primary sources or two secondary sources in favor of Truman and against Truman and write an essay of at least seven intellectual paragraphs with complete Bibliography as well as footnotes.

• Students will complete Real Woman Essay Rough Draft due on Friday via Turn it in.com


REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS:

• Go over how the Truman Doctrine and the Marshall Plan impacted the origins of the Cold War and reinforced the theory of Containment and how this contributed to American involvement in Korea.

• Collect homework assignment from break:

• Homework over the break:

• Students will find two primary sources or two secondary sources in favor of Truman and against Truman and write an essay of at least seven intellectual paragraphs with complete Bibliography as well as footnotes.


EXPLANATION:

• The teacher will then discuss the rubric for the upcoming debate and the project requirements. The rubric will be collaboratively created by both teacher and student. In addition, a self-reflection student rubric will be distributed in class as well as a peer-review student rubric. A research checklist will also be distributed to the students.


GUIDED PRACTICE:

• Students will get into their groups to make final preparations for the debate on Truman’s Decision to invade North Korea. Students are reminded to have their index cards ready and a blank 8 ½ X 11 sheet of paper to take notes on.

• The groups will be shown to the class via Smart Board technology.

• While the students are getting into their groups, the teacher will walk around and observe. Thus an (Observation) formative assessment will be utilized.

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


APPLICATION:

• The students will debate President Truman’s decision to invade North Korea to contain the threat of Communism.

• The Resolution statement: President Truman made the right decision to invade North Korea to contain the threat of Communism spreading out from Communist China to other areas of Asia and thus his military action against North Korea was justified.

• Students will be divided into two teams: Pro and Con.

• Debate positions:

• Opening, Political, Military, Economic, Social, Conclusion, etc.

• Students will be allowed one index card with notes on it and a blank sheet of paper so that they can take notes based on what is said by other members of the class relative to the debate.


APPLICATION:

• While the students are debating, the teacher will observe the students. Thus, an (Observation) formative assessment will be utilized.

• Utilizing an (Exit Card) formative assessment, the teacher will have the students explain why Truman decided to call for military action against North Korea after having prepared for a debate on Truman’s decision explaining in writing at least three arguments supporting or refuting invading in Korea.


SYNTHESIS:

• The teacher will assist students in identifying and describing the major arguments for both invading North Korea with military action in the early 1950’s and for not invading North Korea with military action in the early 1950’s.


SWAT:

• After reading a primary document on “The Sources of Soviet Conduct,” the students will be able to formulate an opinion on whether not George Kennan’s assumptions and views on the Soviet Union should have led America to adopt the policy of containment by participating in a Socratic Circle describing and writing about at least three major reflections based on Kennan’s work verbalized by the students scoring at least a 29 out of 35 possible points with the Socratic Circle rubric and a 46 out of 54 possible points on the essay grading rubric.


NJCCCS:

• NJCCCS: 6.1.12.A.12.a. Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War

• CCSS.ELA-LITERACY.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

• 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.



• How did the policy of containment come about?

• How did the policy of containment depict the Soviet Union?

• Who was George Kennan and why was he important?

• What are the arguments which George Kennan puts forward?

• What assumptions does George Kennan make about the Soviet Union?

• How does his assumptions influence American foreign policy?



DO-NOW:

• The students will take their positions in preparation for participation in either the “Inner” or “Outer” Socratic Circle.


Homework:

• The students will prepare a reflection essay based on their observations from the Socratic Circle. The reflection essays will come due next class period.

• “The Sources of Soviet Conduct” [1946]

• http://www.historyguide.org/europe/kennan.html reading


REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS:

• The teacher will review anchor chart on wall in which the students listed the difference between dialogue and debate.


EXPLANATION:

• The teacher will remind students how the Socratic Circle exercise will work. The teacher will remind the students to print out the Socratic Circle rubric and how they will be graded.


• 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 Stimson article 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.”

• While the students are taking their position, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.


APPLICATION:

• Utilizing the Socratic Circle pedagogical technique, the students will address the following questions based on their reading of : “The Sources of Soviet conduct [1946] http://www.historyguide.org/europe/kennan.html reading. Students should also draw on You Tube video clips:

• “George Kennan’s Long Telegram” and “The Truman Doctrine,” previously seen during the last class period.


APPLICATION:

• Students will consider the following questions while in the Socratic Circle:

• Who was George Kennan?

• What was his views concerning the Soviet Union?

• What recommendations were made concerning the strategies that the western world had to employ to combat communism and contain it?

• If you could meet George Kennan, what are three questions you would ask him.

• How did the policy of containment come about?

• How did the policy of containment depict the Soviet Union?


APPLICATION:

• Procedure:

• Students in the inner circle (seated on the floor) will read the passage aloud and then engage in a discussion of the text. Students in the outer circle (seated at their desks) will silently observe behavior and performance of the inner circle. (10 minutes)

• After discussion of the text, the outer circle assesses the inner circle’s performance and gives ten minutes of feedback for the inner circle. (10 minutes)

• Students in the inner and outer circles now exchange roles and positions.

• The new inner circle holds a ten-minute discussion based on the questions stated above (10 minutes)

• The new inner circle receives ten minutes of feedback from the new outer circle (10 minutes).


SYNTHESIS:

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

GREAT TRIALSPERIOD 2 SECTION #2

SWAT:

• Given primary readings on the Salem Witch Trials, the students will be able to analyze the major people and issues surrounding the Salem Witch Trials and their importance to western civilization by viewing a video clip from You Tube on the Salem Witch Trials and by continuing their primary reading of the case writing and explaining at least four observations of the trial with ninety percent accuracy.

NJCCCS:

• 6.2.12. D.4.i: Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.

• 6.1.4. A.9: Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.

•

GREAT TRIALS


• CCSS.ELA-LITERACY.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

GREAT TRIALS


• How does the state deal with religious opposition and beliefs which challenge governmental authority?

• What was life like in Puritan New England?

• What are some possible explanations for the witch trials in Salem, Massachusetts?

GREAT TRIALS

Do Now:

• Students will listen to the lyrics to the song: The Witch Hunt song by RUSH. After viewing/listening to the lyrics, the students will discuss the images which the video and lyrics conjure up in their minds.

THE GREAT TRIALS

HOMEWORK:

• Students will continue reading the account of the Salem Witchcraft Trials. Students should complete the handout for homework and come ready to discuss it in class. .

GREAT TRIALS

REVIEW/LESSON CONNECTIONS:

• The teacher will remind students of the importance of perception and how that impacted the Salem Witch trials.

• The teacher will go over the events surrounding the Salem Witch Trials which they learned from the HBO video which they saw in class yesterday.

GREAT TRIALS

EXPLANATION

• The teacher will discuss some of the key elements of the Salem Witch Trials. If necessary, teacher will continue to show “The Witchcraft Trials in Salem: A Commentary.”

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

GREAT TRIALS

GUIDED PRACTICE:

• The teacher will assist students in creating a graphic organizer in which both teacher and students work together to identify the main idea from: “The Witchcraft Trials in Salem: A Commentary.”

• A student facilitator will be appointed to lead a class wide discussion.

• A second student will write on the Smart Board graphic organizer.

• The remainder of the students will record the information written on the Smart Board in their notebooks.

• The teacher will assist students in creating a graphic organizer on the Smart Board where both teacher and students work together to identify the principle causes and main ideas learned thus far about the Salem Witch Trials.

THE GREAT TRIALS

GUIDED PRACTICE:

• A student facilitator will be appointed to lead a class wide discussion.

• A second student will write on the Smart Board graphic organizer.


• As students are working with their partners, the teacher will walk around the classroom and observe. Thus, an (observation) formative assessment will be utilized.

• In addition, the teacher will check in with students to ensure their understanding. Thus a (Student conference) formative assessment will also be utilized.

THE GREAT TRIALS

APPLICATION:

• Working individually, students will continue reading “The Witchcraft Trials in Salem: A Commentary.” Students will write down the main idea from each paragraph.

• http://law2.umkc.edu/faculty/projects/ftrials/salem/SAL_ACCT.HTM

• After working through the document for ten minutes, a student facilitator will lead a brief discussion in which students will be asked the main idea of each paragraph. Another student will record this information on the Smart Board utilizing a graphic organizer.


THE GREAT TRIALS

APPLICATION:

• While the student facilitator is leading a brief discussion and during the primary reading, the teacher will walk around the classroom and observe the class. Thus an (Observation) formative assessment will also be utilized.

• In addition, the teacher will engage students in a one on one conversation to ensure understanding of the fundamental principles of the case learned thus far. Thus a (Student Conference) formative assessment will be utilized.

• Utilizing an (exit card) formative assessment, the students will explain at least four major observations of the Salem Witchcraft Trial based on their primary reading thus far.

THE GREAT TRIALS

SYNTHESIS:

• The teacher will assist students in analyzing the major people and events surrounding the Salem Witch Trials by asking key questions based on the information learned about the trial to date.

GREAT TRIALSSWAT:

• After having a guest speaker talk to the class about the Lizzie Borden trial, the students will be able to evaluate the long term impact which the Lizzie Borden trial has had especially in the area of the fine arts by performing a skit on the Lizzie Borden case describing at least three important facts and observations gathered from the case through student performance and in writing achieving a skit rubric score of at least 20/24 points and by achieving a 45/54 points on the essay rubric.

• NJCCCS: 6.1.12.D.2.d.: Analyze arguments for new women’s roles and rights, and explain why 18th-century society limited women’s aspirations.


GREAT TRIALS

• CCSS.ELA-LITERACY.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

• CCSS.ELA-LITERACY.RH.11-12.8Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

GREAT TRIALS


• What role does evidence play in conviction?

• To what degree should the court uphold the position that the accused shall be innocent until proven guilty?

• What should the role of circumstantial evidence play in determining innocence or guilt?

GREAT TRIALS

• Do Now:

• Students will gather into their groups to complete the finishing touches on their skit.

THE GREAT TRIALS

HOMEWORK:

• Students should study for their unit test.

GREAT TRIALS

REVIEW/LESSON CONNECTIONS:

• The teacher will review the information learned to date on the Lizzie Borden trial.

GREAT TRIALS

EXPLANATION

• The teacher will go over expectations for the skit rubric which was collaboratively created by both teacher and student. Students will be instructed to place their name on all sheets including the Project Requirement Checklist sheet, the rubric sheets which include: teacher graded rubric, self evaluation grading rubric, peer evaluation grading rubric.

GREAT TRIALS

GUIDED PRACTICE:

• Students will get into their groups and hand in all rubrics to the teacher. In addition, the students should hand in the typewritten double-spaced manuscript/script on their skit.

• While the students are gathering into their groups, 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 students in a one to one conversation to be sure they understand what they are to do. Thus a (Student Conference) formative assessment will also be utilized.

THE GREAT TRIALS

APPLICATION:

• The students perform a skit on the Lizzie Borden Trial.

• While the students are performing the skit, the teacher will walk around and observe the students. Thus an (Observation) formative assessment will be utilized.

• Additionally, the teacher will engage students in a one to one learning experience to be sure that the students understand the assignment. Thus a (Student Conference) formative assessment will also be utilized.

• Newspaper link:

• http://law2.umkc.edu/faculty/projects/ftrials/LizzieBorden/bordenarticles.html

• “The Trial of Lizzie Borden”

• web link: http://law2.umkc.edu/faculty/projects/ftrials/LizzieBorden/bordenhome.html

• Utilizing a (one paragraph summative close) formative assessment, the students will be able to evaluate the long term impact which the Lizzie Borden trial has had especially in the area of the fine arts by reflecting on the performance of the skit and on their knowledge of the Lizzie Borden case describing at least three important facts and observations gathered from the case.

THE GREAT TRIALS

SYNTHESIS:

• The teacher will reinforce the lesson and its objectives by reminding the students of the background and outcome of the Lizzie Borden trial and how the trial has had a long term impact especially in the area of the fine arts.

AP US HISTORY

SWAT:

• After completing primary and secondary readings, the students will be able to analyze the cause and effect of the Democratic revolution and its ensuing impact on religion and reform, the expansion of the South, War and Sectional crisis by writing and explaining at least three changes which occurred in America in the first half of the nineteenth century reviewing for their unit test with eighty percent accuracy.

AP US HISTORY

• NJCCCS:

• 6.1.12. A.3.a. . Assess the influence of Manifest Destiny on foreign policy during different time periods in American history.

• 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


• What were the political, economic and cultural motives behind Manifest Destiny and westward migration?

• How did Manifest Destiny and westward migration shape both American national identity and group identities in the west?

AP US HISTORY

HOMEWORK:

• Students will continue to prepare for a test on Chapters 10, 11, 12 and 13. Students will take test on Tuesday, January 13th.

AP US HISTORY

DO-NOW

• Students will consider the important points to keep in mind when writing an FRQ or Essay. Anchor chart to be created following the Do-Now.

• Student led.

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS:

• The teacher will review information from the flipped audio lesson on Chapter #12: The South Expands: Slavery and Society 1800-1860 and Chapter #13: Expansion, War and Sectional Crisis, 1844-1860.

• The teacher will then instruct the students to close their notebook. The teacher will instruct the students to take out an index card and analyze the effect of the Democratic revolution and its ensuing impact on religion and reform, the expansion of the South, War and Sectional crisis. Utilizing a (Quick Write) formative assessment, students will be asked to explain at least three changes which occurred in America in the first half of the nineteenth century.

AP US HISTORY

EXPLANATION:

• Teacher will pass out Review Sheet for unit test. Teacher will go over expectations for test. Teacher will go over Chapters 10-13.

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 analyze the major issues dealt with in this unit 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 class wide discussion in which students create a suitable graphic organizer in which students analyze the major issues dealt with in this unit.

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

AP US HISTORY

• Guided Practice:

• The remainder of the students will write down the information in their notebook creating a suitable Smart Board graphic organizer.

• While the students are engaged, the teacher will walk around the classroom and observe. Thus an (Observation) formative assessment will also be utilized.

• Additionally, the teacher will engage in a one on one conversation to be sure that students remain on task and understand the task. Thus a (Student Conference) formative assessment will also be utilized.

AP US HISTORY

APPLICATION:

• Working individually, students will continue 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 class, students will continue to pre-write their essay questions.

• 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.

• 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.

AP US HISTORY

SYNTHESIS:

• The teacher will assist in students in analyzing the cause and effect of the Democratic revolution and its ensuing impact on religion and reform, the expansion of the South, War and Sectional crisis.

swat’s for january 12, 2015 united states history ii honors the great trials mr. peterson

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