SWAT

’S F

OR SEP

TEMBER

5,

2014

UNITED S

TATE

S HIS

TORY

II HONORS

THE G

REAT T

RIALS

MR. PETE

RSON

AMERICAN HISTORY II (HONORS)

SWAT:

• Given instruction and after completing a graphic organizer, the students will be able to describe how a study of History or Political Science prepares students for a specific career by choosing and beginning to research one career path associated with a study of History or Political Science with ninety percent accuracy.

NJCCCS: 9.3.4.A.5: Locate career information using a variety of resources.                                                                  

AMERICAN HISTORY II (HONORS)

ESSENTIAL QUESTION:

 

• What are the specific careers available to students who pursue majors in History or Political Science in college?

AMERICAN HISTORY II HONORS

DO-NOW:

• Students will list the reasons why it is important to learn about U.S. History.

• Students will describe what power is. Students will think of a time in their life when they were influenced by power. Are nations any different? Can you think of a current example? Explain.

• Student led.

Timer Set: 2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)

 

AMERICAN HISTORY II HONORS

HOMEWORK:

• Students will sign student information form and welcome letter distributed in class and review all classroom rules and expectations. Signed forms due on Monday, September 5th.

•  Students will prepare an index card in which they briefly outline what their essay will incorporate. Index cards are due on Friday, September 5th.

•  Students will write an essay in which they choose a career and show how a study of History or Political Science in college prepares them for their given career. The essays will come due on September 5th. If class period had not met on Thursday, students will have until Monday to complete assignment. Students will be given a copy of the essay rubric. Essay rubric expectations will be discussed in class.

AMERICAN HISTORY II HONORS

LESSON CONNECTIONS:

• Review classroom rules and regulations

• Distribute Classroom Participation, Notebook and Essay rubrics.

• Distribute Classroom Expectations handout

• Distribute textbooks and complete Textbook Assignment sheet

• Students create file folders for student work

• Distribute “Helpful Study Tips” handout

TIMER SET: 10 Minutes

AMERICAN HISTORY II HONORS

EXPLANATION:

Teacher will show power point presentation on the careers in History entitled: “Careers in History. Ppt”

Timer Set: 10 Minutes

AMERICAN HISTORY II HONORS

GUIDED PRACTICE:

• Working in groups, students will choose a career which they wish to research and show how a History or Political Science major will prepare them to pursue their given career.

•  The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

Timer Set: 16 Minutes

AMERICAN HISTORY I HONORS

APPLICATION

• Working in groups, students will choose a career which they wish to research and show how a History or Political Science major will prepare them to pursue their given career.

•  The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

•  Utilizing an (exit card) formative assessment, students will be able to list one career that a college major in History or Political Science will prepare them for.

Timer Set: 16 Minutes

AMERICAN HISTORY II HONORS

SYNTHESIS:

• The teacher will assist students in describing how a study of History or Political Science prepares students for a specific career.

Timer Set: 5 Minutes

THE GREAT TRIALS

SWAT:

• Given instruction and after completing a graphic organizer, the students will be able to describe how a study of History or Political Science prepares students for a specific career in the Criminal Justice system by choosing and discussing the research and at least one major observation and one career path with ninety percent accuracy.

NJCCCS: 9.3.4.A.5: Locate career information using a variety of resources.                                                                  

THE GREAT TRIALS

ESSENTIAL QUESTION:• What are the specific careers available to students who are

interested in pursuing Criminal Justice in college?

THE GREAT TRIALSDO-NOW:

• Students will list the reasons why it is important to learn about the criminal justice system in the United States.

OR:

• Students will list what they know about our courts and our current legal system.

Student led.

2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)

 

 

THE GREAT TRIALS

HOMEWORK:

• Students will sign student information form and welcome letter distributed in class and review all classroom rules and expectations. Signed forms due on Monday, September 8th.

•  Students will prepare an index card in which they briefly outline what their essay will incorporate. Index cards come due on Friday, September 5th.

•  Students will write an essay in which they choose a career which a study of the Criminal Justice system in college will prepare them for. The essays will come due on September 5th. Students will be given a copy of the essay rubric. Essay rubric expectations will be discussed in class. 

THE GREAT TRIALS

LESSON CONNECTIONS:

Review classroom rules and regulations

Distribute Classroom Participation, Notebook and Essay rubrics.

Distribute Classroom Expectations handout

Discuss organization of website for The Great Trials course

Distribute “Helpful Study Tips” handout

Timer Set: 10 Minutes

THE GREAT TRIALS

EXPLANATION:

Teacher will show power point presentation on the careers in Criminal Justice entitled: “Welcome to the Criminal Justice Program at Altoona College”

Timer Set: 10 Minutes

THE GREAT TRIALS

GUIDED PRACTICE:

• Using a graphic organizer, students will list the different possible careers available to them by studying criminal justice in college.

•  The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

Timer Set: 5 Minutes

THE GREAT TRIALS

APPLICATION

• Students will choose a career which a study in criminal justice will afford them the opportunity to pursue after graduating from college.

• The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

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

• Utilizing an (exit card) formative assessment, the teacher will have the student’s list one kind of career that a college major focusing on the Criminal Justice system will prepare them for.

TIMER SET: 16 Minutes 

THE GREAT TRIALS

SYNTHESIS: 

The teacher will assist students in describing how a study of History or Political Science prepares students for a career in Criminal Justice system.

Timer Set: 5 Minutes

AP US HISTORY

SWAT:

• Given instruction and after completing a graphic organizer, the students will be able to describe how a study of AP History proves beneficial to their collegiate preparation stating at least one strategy which needs to be implemented in order for them to be successful with ninety percent accuracy.

NJCCCS: 9.3.4.A.5: Locate career information using a variety of resources.                                                                  

AP US HISTORY

ESSENTIAL QUESTION:

 

• What are the specific careers available to students who pursue majors in History or Political Science in college?

• What are the advantages of taking an AP US History class in High School?

AP US HISTORYDO-NOW:

• Students will describe what power is. Students will think of a time in their life when they were influenced by power. Are nations any different? Can you think of a current example? Explain.

Or

• Students will describe the factors which they need to take into account as an AP US History student. What kind of habits need to be established in order to be successful?

Student led.

Timer Set: 2 Minutes panning in groups

2 Minutes panning out (Student facilitator leads class discussion)

 

AP US HISTORY

HOMEWORK:

• Students will sign student information form and welcome letter distributed in class and review all classroom rules and expectations. Signed forms due on Monday, September 5th.

•  Students will prepare an index card in which they briefly outline what their essay will incorporate. Index cards are due on Friday, September 5th.

•  Students will write an essay in which they choose a career and show how a study of History or Political Science in college prepares them for their given career. The essays will come due on September 5th. Students will be given a copy of the essay rubric. Essay rubric expectations will be discussed in class.

AP US HISTORY

LESSON CONNECTIONS:

• Review classroom rules and regulations

• Distribute Classroom Participation, Notebook and Essay rubrics.

• Distribute Classroom Expectations handout

• Distribute textbooks and complete Textbook Assignment sheet

• Distribute “Helpful Study Tips” handout

TIMER SET: 10 Minutes

AP US HISTORY

EXPLANATION:

• Teacher will show power point presentation on the careers in History entitled: “Careers in History. Ppt”

•  Teacher will briefly go over the format utilized for the AP Exam in US History

•  Teacher will review appropriate learning strategies that will be utilized in the AP classroom including: SQ3R, Cornell Note taking

Timer Set: 10 Minutes

AP US HISTORY

GUIDED PRACTICE:

• Using a graphic organizer, students will list the different careers available to them as a result of majoring in History in College.

•  Using a Smart Board graphic organizer, students will list the appropriate learning strategies that will be utilized in the AP classroom including: SQ3R, Cornell Note taking.

AP US HISTORY

GUIDED PRACTICE:

• Again using a Smart Board graphic organizer, students will list and then create an anchor chart based on the following:

• I—Historical Thinking Skills

• Historical causation

• Patterns of continuity and change over time

• Periodization

• Comparison

• Contextualization

• Historical argumentation

• Use of Relevant Historical Evidence

• Interpretation

• Synthesis

AP US HISTORY

GUIDED PRACTICE:

II--Thematic Learning Objectives

• Identity

• Work, Exchange, and Technology

• Peopling

• Ideas, Beliefs, and Cultures

• American in the World

• Environment and Geography

• Politics and Power

AP US HISTORY

GUIDED PRACTICE:

III--Historical Periods

• (Chapter 1), 1491-1607

• (Chapters 2-3), 1607-1754

• (Chapters 4-6), 1754-1800

• (Chapters 7-11), 1800-1848

• (Chapters 12-15), 1848-1877

• (Chapters 16-19), 1865-1898

• (Chapters 20-25), 1898-1945

• (Chapters 26-29), 1945-1980

• (Chapters 30-31) 1980- Present

AP US HISTORY

GUIDED PRACTICE:

• The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

Timer Set: 16 Minutes

AP US HISTORY

APPLICATION

• Working in groups, students will describe and list the reasons for taking AP US History and how the course will prove beneficial to their collegiate preparation.

•  The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

•  Utilizing an (exit card) formative assessment, students will be able to list one strategy in being a successful AP American History student.

Timer Set: 16 Minutes

AP US HISTORY

SYNTHESIS:

• The teacher will assist students in describing how a study of AP History proves beneficial to their collegiate preparation and begin to pre-write their essay with ninety percent accuracy.

Timer Set: 5 Minutes