swat’s for november 21, 2014 united states history ii honors the great trials mr. peterson

SWAT

’S F

OR NOVEM

BER 21,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

GREAT TRIALSPERIOD #2 SECTION #2 GREAT TRIALS

SWAT:

• Given primary reading on the Lizzie Borden Trial, the students will be able to describe the background to the trial and the distinguishing points which make the trial somewhat unique among other trials studied in the course thus far by reading, explaining and writing about at least three important facts about the trial with ninety percent accuracy.

• 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.

• 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.

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

ESSENTIAL QUESTIONS:

• 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:

• The students will consider a case which they are familiar with. What role does evidence play in conviction?

THE GREAT TRIALS

HOMEWORK:

• Students will finish reading the summary of the Lizzie Borden trial located on the website: “The Trial of Lizzie Borden”

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

• Students should come prepared to discuss the key events, people and significance of the case on Monday.

GREAT TRIALS

REVIEW/LESSON CONNECTIONS:

Students will create a list of the main points for the Boston Massacre on behalf of the colonists and a list of the main points on behalf of the Crown in preparation for constructing and writing a newspaper on the reporting of the Boston Massacre.

Students will review newspaper assignment.

GREAT TRIALS

EXPLANATION

• Teacher will introduce the Lizzie Borden court case.

• The teacher will show the students a DVD on the case: “The Lizzie Borden House.” While the students are watching the DVD, they should be taking preliminary notes on the case.

GREAT TRIALS

GUIDED PRACTICE:

• The teacher will guide the students in creating a graphic organizer in which both teacher and student describe the factors surrounding the case.

• The teacher will ask the students to signify their understanding of the task before them. Thus a (Thumbs-up; thumbs-down) formative assessment will be utilized.

• Two students will be appointed to co-facilitate this part of the lesson. The first student will lead a class wide discussion in which the facilitator prompts the students to describe the factors surrounding the case. The second student will write down the key points on a Smart Board graphic organizer designed for this purpose.

• As the teacher is working with the students, the teacher will walk around the classroom and observe. Thus an (Observation) formative assessment will be utilized.

THE GREAT TRIALS

GUIDED PRACTICE:

• The teacher will then guide the students in reading and identifying the main idea of the Lizzie Borden court case reading the Trial of Lizzie Borden from the website:

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

THE GREAT TRIALS

GUIDED PRACTICE:

• Utilizing a Smart Board graphic organizer, the teacher will assist the students in writing down the main idea on a graphic organizer. The students will copy down the information into their notebooks.

• Two students will be selected to help facilitate with this section. One student shall write the responses on the Smart Board and the other will lead a group discussion on each section of the summary.

• Again, 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 understanding of the material as necessary. Thus a (Student Conference) formative assessment will also be utilized.

THE GREAT TRIALS

APPLICATION:• Working individually and in groups, students will work on the

construction and writing of their newspapers.• (Specific assignment and criteria follows:)

THE GREAT TRIALS

APPLICATION:• Objective:• You are to make up two opposing front pages of two very different

newspapers and write articles that would have been read in a Boston newspaper on March 6, 1770 after the Boston Massacre occurred the night before.

• #1: The first newspaper you pick up (make) is a Propaganda piece that the British are using to get people to stay loyal to the crown and they try to down play the events of the night before. You read this and you are shocked to see all the inaccuracies that lie within it.

• #2: The second newspaper you see (write) is a colonist piece that the people in Boston are in charge of, who hate the King and what he is doing. This information could cost them their lives if found and they could be accused of treason if the Red Coats ever got their hands on it. Be careful what you do with it, but be sure to try to spread this new so the people in Boston know the truth about the events that have been going on in their city.

THE GREAT TRIALS

APPLICATION:

• **You are to make mirror image articles for your newspapers**• For example:• “King George III is a caring and compassionate man: follow him!” (Loyalist)• “Millions have suffered under the British: They must be stopped!” (Colonist)• Requirements:• • Final product MUST BE TYPED! Suggestion: use Microsoft Publisher• • Creative Titles for each news paper• • 5 articles on each front page (10 total)• • Supporting details in the articles to prove that you understand the topic• • At least 3 pictures per front page• • PROOF READ! Points will be taken off for spelling and grammatical errors!• • Using a (One paragraph formative assessment), the students will write and

analyze at least three causes of the Boston Massacre.

THE GREAT TRIALS

APPLICATION

• As students are working individually, 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.

• Using a (One paragraph formative assessment), the students will write and analyze at least three causes of the Boston Massacre.

THE GREAT TRIALS

APPLICATION:

• Working individually, students will complete reading the summary of the Lizzie Borden case.

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

• As students are completing the reading of the summary of the Lizzie Borden case, the teacher will circulate the classroom. Thus an (Observation) formative assessment will be utilized.


THE GREAT TRIALS

SYNTHESIS:

• The teacher will assist the students in identifying and describing the background to the Lizzie Borden trial.

AMERICAN HISTORY II HONORS

PERIOD #1, Section #1 and 2

• SWAT: After completing a graphic organizer in which students describe some of the major battles in World War II, the students will be able to analyze selected World War II battles and how a given battle further contributing to the underlying causes of World War II by presenting their power points in which they explain one of the battles and its significance to the war effort with 90% accuracy.


NJCCCS:

• NJCCCS: 6.1.12.A.11.d : Analyze the decision to use the atomic bomb and the consequences of doing so.


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.



• What is America’s place in the world?


DO-NOW:

• Students will view on You Tube: “Boogie Woogie Bugle Boy.” Prior to viewing the video, students will be given a copy of the lyrics. Listening carefully to the lyrics, students will discuss their reaction to the lyrics. What do the lyrics convey about America’s involvement in World War II?


Homework:

Students will prepare for their Socratic Circle on the Henry L. Stimson article. Socratic Circle to occur in class tomorrow.

Key questions to consider:

• 1. On what basis does Stimson justify the use of the atomic bombs on Hiroshima and Nagasaki?

• 2. If you were an American journalist with the opportunity to ask Stimson three questions regarding the decision to drop the bombs, what would those questions be?

• 3. Why do you think Japan’s wartime military leaders are referred to here as “terrorists”? Do you think this label is appropriate?

• 4. How does this document present the role of the Emperor? Why do you think Stimson emphasized the Emperor’s role?


REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS:

• Review the role of totalitarianism in the post World War I era.

• Review Axis and Allied powers in World War II

• Review the development of World War II.

• Review how totalitarian leaders pushed forward their agenda invading countries in World War II

• Review the reasons why countries go to war.


EXPLANATION:

• Teacher will review the project grading rubric and expectations which was developed collaboratively with the students.

• Teacher will review Socratic Circle rubric.


• GUIDED PRACTICE: Using a graphic organizer, teacher will assist students in describing some of the major battles of World War II. A Smart Board graphic aid 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 describe some of the major battles of World War II.

• 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.

• In addition, the teacher will engage students in a one on one conversation as necessary to be sure that students understand what it is they are to do. Thus, a (Student Conference) formative assessment will also be utilized.


APPLICATION:• Students will present their power point presentation on the Battles of World War II.• Power point requirements:• Title• Countries fighting in the Battle: both sides• Economic • Government of countries• Famous generals and commanding officers of each country involved in the Battle• Military strategy used• Outcome of Battle: Who won• Costs• Significance of Battle• Bibliography• While the students are presenting, the teacher will walk around the classroom and observe

the students. Thus a (Classroom observation) formative assessment will be utilized.• Throughout the presentations, the teacher will pause and instruct the students to turn to

their partner and in one minute discuss the key features of a given battle based on the presentation which they just witnessed in class. Thus, a (Turn-to-your-partner) formative assessment will be utilized.

• Utilizing an (exit card) formative assessment, the students will be able to analyze at least two major World War II battles, and describe their importance to the war effort.


APPLICATION:

• Upon completion of the ppts., the students will participate in a Socratic Circle exercise based on the following questions:





•


APPLICATION:

• As the students are working, both individually, and in small groups, the teacher will circulate the classroom. Thus an (Observation) formative assessment will be utilized.

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


SYNTHESIS:

• The teacher will assist students in identifying and describing the major arguments for both dropping the atomic bomb and for not dropping the atomic bomb.

• The teacher will assist students in describing the various issues which Truman faced when Japan initially refused to surrender in August of 1945.


PERIOD #1, Section #1&2

• SWAT: Given the primary document written by Henry L. Stimson entitled: “the Decision to Drop the Atomic Bomb, the students will be able to formulate an opinion on whether or not it was justified to drop the atomic bomb by participating in a Socratic Circle writing and explaining at least four reasons Stimson gives to support his position scoring a Socratic Circle rubric grade of at least 30 out of 35 points and by subsequently writing a reflective essay and receiving a rubric score on the reflective essay of at least 48 out of 54 possible points.

•


NJCCCS:

• 6.1.12.A.11.d : Analyze the decision to use the atomic bomb and the consequences of doing so.

• 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.

• 6.1.12.A.11.b : Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.


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.



• What is America’s place in the world?

• How might World War II have changed life from 1940 to 1945?

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

• How does involvement in the world shape American society at home?

• What is the proper relationship between the people and the government?

• What does it mean to be American?

• Is there a higher standard than the law of nations?

• How did the Cold War change American society?


DO-NOW:

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


• Homework:

• Students will complete Reflective Writing about what they learned from participating in the Socratic Circle. The Reflective Writing piece should be typed and at least three paragraphs long.

• Students can read the article on-line at:

• http://www.columbia.edu/itc/eacp/japanworks/ps/japan/stimson_harpers.pdf


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 distribute and explain how the Socratic Circle exercise will work. In addition, the teacher will remind the students how both grading rubrics for the Socratic Circle work.


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 getting ready for the exercise, 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 Henry L. Stimson: “The Dropping of the Atomic Bomb”:






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)


APPLICATION:

• The teacher will remind students of the procedure. The teacher will ask students to signal a thumbs-up; thumbs-down to ensure understanding of the process. Thus a (Thumbs-up; thumbs-down) formative assessment will be utilized.

• As the students are collaboratively, the teacher will circulate the classroom. Thus an (Observation) formative assessment will be utilized.


SYNTHESIS:

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

AP US HISTORYSWAT:

• Given the following primary sources: “A Little Rebellion Now and Then is a Good Thing: A Letter from Thomas Jefferson to James Madison” and “From George Washington to James Madison, 5 November 1786,” the students will be able to formulate an opinion comparing the assessments of the Constitutional Convention offered by Thomas Jefferson and George Washington by participating in a Socratic Circle dialogue discussion advancing at least three of the major points made by Washington and Jefferson in their documents to Madison achieving a rubric score of at least 30 out of 35 possible points and an essay rubric score of at least 45 out of 54 possible points.

AP US HISTORY

• NJCCCS: 6.1.12.A.2.b.: Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights to the spread of democracy around the world.

• 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


• How did democratic and republican values and competing conceptions of national identity affect the development and success of the Articles of Confederation?

• To what extent did the Articles of Confederation address the problems faced by the young nation and effectively set up a new government?

• How did these factors affect the development and ratification of the Constitution?

AP US HISTORY

• HOMEWORK: Students will finish writing a reaction essay to the Socratic Circle. Socratic Circle reflection essays due next class period.

• Students should start reviewing for their chapter test on Chapter #6 to be given on Tuesday during the double period class.

AP US HISTORY

DO-NOW

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

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS:

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

AP US HISTORY

EXPLANATION:

• Teacher will go over the directions for the upcoming Socratic Circle in which students will compare the assessments of the Constitutional Convention offered by Thomas Jefferson and George Washington.

• The teacher will distribute and explain how the Socratic Circle exercise will work. In addition, the teacher will explain the two grading rubrics for the Socratic Circle.

AP US HISTORY

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 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.

AP US HISTORY

APPLICATION;

• Working in small groups, the students will participate in a Socratic Circle.

• Jefferson:

• 1.) What do you think Thomas Jefferson means when he states: “I hold it that a little rebellion now and then is a good thing, and as necessary in the political world as storms in the physical. Unsuccessful rebellions, indeed, generally establish the encroachments on the rights of the people which have produced them. An observation of this truth should render honest republican governors so mild in their punishment of rebellions as not to discourage them too much. It is a medicine necessary for the sound health of government.” Are rebellions still a “medicine necessary for the sound health of government?”

AP US HISTORY

APPLICATION:

Washington:

• 2.) “Thirteen Sovereignties pulling against each other, and all tugging at the fœderal head, will soon bring ruin on the whole; whereas a liberal, and energetic Constitution, well guarded & closely watched, to prevent incroachments, might restore us to that degree of respectability & consequence, to which we had a fair claim, & the brightest prospect of attaining”

• 3.) What is the proper relationship between the people and the government?

• 4.) How does creating a federal form of government safeguard individual liberty?

• 5.) What criteria constitute a healthy government?

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

AP US HISTORY

APPLICATION:


• Utilizing a (One paragraph) formative assessment, students will answer a series of short questions based upon their observations from the Socratic Circle.

AP US HISTORY

SYNTHESIS:

• The teacher will assist the students in explaining the differences of opinion concerning the ratification of the Constitution by re-enforcing the major points brought forward from the two primary sources: “A Little Rebellion Now and Then is a Good Thing: A Letter from Thomas Jefferson to James Madison” and “From George Washington to James Madison, 5 November 1786.”

AP US HISTORY

SWAT: Given a document prompt from Paine’s work, The American Crisis, the students will be able to analyze why the patriots won the Revolution by working in groups reading and writing a summary describing at least three reasons for the patriot victory examining the environmental, military, political, diplomatic and ideological reasons for the patriot victory with 80% accuracy.

AP US HISTORY

• NJCCCS: 6.1.12.A.2.b.: Evaluate the importance of the Declaration of Independence, the Constitution, and the Bill of Rights to the spread of democracy around the world.

• 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


• How did democratic and republican ideals and emerging conceptions of American identity lead to the Declaration of Independence and the development of American institutions?

• What was the immediate and long-term significance of the Declaration of Independence?

• How did the Declaration of Independence shape belief systems and independence movements?

• Why did the rebels win the war for independence?

AP US HISTORY

• HOMEWORK: The students will listen to a flipped classroom lecture on Chapter #6: Making war and Republican Governments.” While reading as well as listening to the flipped classroom lecture, students should take notes.

AP US HISTORY

DO-NOW:

• Under what conditions are revolutions staged and what factors determine the outcome of revolutions?

• Student Led.

AP US HISTORY

REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS

• The teacher will review information previously acquired on the factors which contributed to the Declaration of Independence and the causes which led the colonists to rebel.

• The teacher will have the students complete a quick write in which students write about at least three of causes which led the colonists to rebel. A (Quick Write) formative assessment will be utilized for this purpose.

AP US HISTORY

EXPLANATION:

• Teacher will review the flipped classroom lecture on Chapter #6: Making War and Republican Governments.

AP US HISTORY

GUIDED PRACTICE:

• Working collaboratively, the teacher will guide the students in creating a graphic organizer in which the students describe the political, social and economic changes the American Revolution produced and what stayed the same.

• Two students will be appointed to lead this section of the class. One student will lead a class wide discussion asking questions of the students and encouraging their peers to ask questions and posit answers.

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

AP US HISTORY

APPLICATION;

• Working individually, students will read a document prompt from The Crisis by Thomas Paine.

• www.ushistory.org/paine/crisis/singlehtml.htm

• Students will answer the following questions:

• What is Paine talking about in the excerpt?

• To what degree is Paine building a convincing argument? How do you know?

• What is Paine’s argument?

AP US HISTORY

APPLICATION:

• 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.

• After about fifteen minutes engaged in this activity, two students will be appointed to lead a class wide discussion. One student will facilitate the discussion among the class while the other will write down information on a suitable Smart Board graphic organizer designed for this purpose.

AP US HISTORY

APPLICATION:

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

• Utilizing an (Exit card) formative assessment, the students will be able to describe at least three reasons for the patriot victory examining the environmental, military, political, diplomatic and ideological reasons for the patriot victory.

AP US HISTORY

SYNTHESIS:

The teacher will assist the students in analyzing why the patriots won the Revolution.

swat’s for november 21, 2014 united states history ii honors the great trials mr. peterson

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