SWAT’S FOR SEPTEMBER 12, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

SWAT’S F

OR SEPTEMBER 12,

2014UNITE

D STATES HISTO

RY II HONORS

THE G

REAT TR

IALS

MR. PETERSON

AMERICAN HISTORY II (HONORS)SWAT:• Given instruction and after reading primary

sources, the students will be able to discuss the causes of the Great Depression listing and describing at least two causes with ninety percent accuracy.

NJCCCS: 6.1.12.A.9.a: Analyze how the actions and policies of the United States government contributed to the Great Depression.

AMERICAN HISTORY II HONORSSWAT:

Given instruction and after completing a graphic organizer, the students will be able to explain the culture of the Depression years in art, literature and music, and evaluate the government’s role in promoting artistic expression by describing at least two ways by which the culture of the Depression years and the government’s role perpetuated artistic expression with ninety percent accuracy.

NJCCCS: 6.1.12.A.9.a: Analyze how the actions and policies of the United States government contributed to the Great Depression.

AMERICAN HISTORY II (HONORS)ESSENTIAL QUESTIONS:• What were the causes of the Great Depression?• How are present events related to past ones?• What caused the most severe economic crisis in

American history?• How much should a business be regulated in a

democratic society?• Did the policies of the New Deal promote greater

economic and political opportunity for the American people?

AMERICAN HISTORY II HONORSDO-NOW:• Almost a century later, our nation has faced economic crises

time and again. What lessons have been learned from the Great Depression. Explain.

Timer Set: 2 Minutes panning in groups 2 Minutes panning out (Student facilitator leads

class discussion)

AMERICAN HISTORY II HONORSHOMEWORK:• Students will look up what Social Security is, how it can to

be and write a paragraph about its purpose.• Students will finish viewing the instructional power point on

the Great Depression and take notes. Instructional power point on my website. Instructional power point entitled: ““America The Great Depression use in class on September 8, 2014.”

AMERICAN HISTORY II HONORSLESSON CONNECTIONS:• Review events which occurred in early twentieth century

and especially events which led up to the Great Depression.• Review Chapter 30 Homework• Review Chapter 32 HomeworkTIMER SET: 10 Minutes

AMERICAN HISTORY II HONORSEXPLANATION:Teacher will present a power point on the origins and causes of

the Great Depression entitled: “America The Great Depression use in class on September 8, 2014.”

Timer Set: 10 Minutes

AMERICAN HISTORY II HONORSEXPLANATION:• Teacher will show excerpts from a video on The Great

Depression. Video link: http://www.youtube.com/watch?v=VpKmfjf5tUk

• Teacher will show excerpts from a video on the arts, and literature of The Great Depression. Video link:

• http://www.youtube.com/watch?v=v2ooI62ghQM

AMERICAN HISTORY II HONORSGUIDED PRACTICE:• Using a graphic organizer, both teacher and students will list the

causes of the Great Depression and how they were handled by the government.

• One student will facilitate a discussion class wide asking their peers for their input concerning the origins and causes of the Great Depression.

• A second student will be appointed to write the information on a suitable graphic organizer employing Smart Board Technology.

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


AMERICAN HISTORY II HONORSGUIDED PRACTICE• Using a graphic organizer, students will list the impact of • The Great Depression on America. Smart Board Technology

graphic organizer will be utilized for this purpose. • One student will facilitate a discussion class wide asking their

peers for their input concerning the impact of the Great Depression on America.

• A second student will be appointed to write the information on a suitable graphic organizer employing Smart Board Technology.


AMERICAN HISTORY I HONORSAPPLICATION• Working in small groups, students will answer the following questions based on viewing

the video.• What images does the video convey?• How did people deal with the economic problems of the Great Depression?• What do you think the role of government should be in dealing with these issues?• A student facilitator will lead a brief discussion eliciting the answer to each of the above

questions. • A second facilitator will write down the responses to each of the above questions on the

Smart Board utilizing Smart Board technology. While this is occurring, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.

• The remaining students will copy the information into their notebooks.Timer Set: 16 Minutes

AMERICAN HISTORY II HONORSAPPLICATION:The students will read the handout: “What Caused the Great

Depression?” . After reading it, students will meet in small groups to discuss.

Key questions to consider:1. How does this chart differ from the business cycle drawing in the

Background Essay?

2. According to Document 1, between what years did the United States business cycle experience its greatest fail and rise? What event marks the fall? What event marks the rise? War is a terrible thing. How can war end a depression?

3. Were there any fluctuations in the business cycle within the Depression?

AMERICAN HISTORY HONORSAPPLICATION:The teacher will instruct the students to read Document 2: John

T. RaskobAfter reading students will again meet in groups to discuss:Is there any way in which an article like Raskob’s could have

helped cause the Depression?At $15.00 a month, what annual investment was Raskob

recommending? Who does Raskob say should be capable of these savings?

AMERICAN HISTORY II HONORSDOCUMENT 3: New York Times HeadlineStudents will read the headline. Working in groups, students will

consider whether the stock market crash was a cause or an effect of the Depression. John Kenneth Gailbraith argues that the stock market reflects the economy; it does not drive it. On the other hand, economics is something of a mind game. What people believe helps to shape ecconomic events. Otherwise, why bother today with a consumer confidence indicator? Is it possible that a sharply falling stock market could contribute to a depression?

Students will consider these questions in groups:1. If the stock market falls, what happens to capital investment by

businesses? Why?2. If the stock market falls, what happens to spending by rich people?

Why?3. If the market falls, what happens to spending by poor people? Why?

AMERICAN HISTORY II HONORSAPPLICATION:After reading Unemployment figures in Document 4, students

will work in small groups and compare unemployment figures during the Great Depression with unemployment today.

Students will consider: Were high unemployment figures simply an effect of the Depression or were they also a cause?

AMERICAN HISTORY II HONORSAPPLICATION:Utilizing an (exit card) formative assessment, students will be

able to list at least two ways in which the culture of the Depression years was impacted by the evolution of art, literature and music.

AMERICAN HISTORY II HONORSSYNTHESIS:• The teacher will assist students in describing the causes of

the Great Depression.

• The teacher will assist students in explaining the culture of the Depression years in art, literature and music, and evaluating the government’s role in promoting artistic expression.


THE GREAT TRIALSSWAT:Given instruction and after completing a graphic organizer, the

students will be able to describe court room procedures using students’ prior knowledge and experience as a basis for understanding and by listing and describing at least two court room procedures and two laws which have changed over the last decade identifying the reasons for the change with ninety percent accuracy.

NJCCCS: 9.3.46.2.8.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.

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 discuss the following essential question:• “Is the trial process a fair one that protects the defendant and the

people?”Student led.• 2 Minutes students pan out• 2 Minutes panning out (Student facilitator leads class discussion)

THE GREAT TRIALSHOMEWORK:• Students will prepare for a quiz on material learned to date.• Students will finish viewing and taking notes on the

instructional power point entitled: “Introduction to Criminal Justice consider using on September 8, 2014.”

THE GREAT TRIALSLESSON CONNECTIONS:Review criminal court procedures learned thus farTimer Set: 10 Minutes

THE GREAT TRIALSEXPLANATION:The teacher will show a power point on the criminal justice

system entitled: “Introduction to Criminal Justice consider using on September 8, 2014.”


THE GREAT TRIALSGUIDED PRACTICE:• Using a graphic organizer, the teacher will assist the students in

listing the various kinds of crime models. Smart Board technology will be integrated into the lesson and a suitable Smart Board graphic organizer will be utilized.

• Two students will be appointed to lead this part of the lesson. One student will lead a class wide discussion in which both teacher and students list the various kinds of crime models ascertained from having shown the power point entitled: “Introduction to Criminal Justice consider using on September 8th, 2014.”

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

• The remaining students will take notes. While the students are taking notes, the teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.


THE GREAT TRIALSAPPLICATION• 1. Working individually, students are to write down any experiences their

families have had in the court system.• 2. Working in groups, students will share these experiences with each other.• 3. A student facilitator will lead a discussion in which the class compares

and contrasts student accounts in these experiences and synthesize from these accounts students understandings of criminal courtroom procedures.

• 4. Working individually and then in groups once again, students will evaluate whether the procedure as they view it, or experience is equitable.

• 5. A student facilitator will lead a brief discussion addressing the issue above.

TIMER SET: 16 Minutes

THE GREAT TRIALSAPPLICATION:• Working individually, students will be shown an episode of the TV

show Law and Order entitled: “Law and Order: Special Victims Unit Strange Beauty” http://www.hulu.com/watch/359849#i0,p290,d0

• As students view the episode they will create a map of the criminal trial procedure tracing the process from arrest to indictment to bail hearing to trial, to verdict to possible appeal.

• Upon finishing the viewing of the various selected clips of Law and Order, students will discuss in groups what they observed about the criminal trial procedure.

• Next, a student facilitator will lead a brief discussion based on the series of episodes seen of “Law and Order.” The student facilitator will ask questions concerning the criminal trial procedure which students observed.

THE GREAT TRIALSAPPLICATION


• 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 ask the students to list and describe at least one major court room procedure using their prior knowledge and experience of the legal system.

THE GREAT TRIALSAPPLICATION:• Then:• Think/Pair/Share Question:• Should professional discretion be allowed in the criminal justice

system? What are the pros and cons of discretion exercised by police, judges, prosecutors, probation officers?

• After students have had a few minutes to think through the question, they will discuss with their partner their feelings on the questions stated above.

• A student facilitator will lead a brief discussion following the paired discussion. The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized.


THE GREAT TRIALSAPPLICATION:Utilizing an (exit card) formative assessment, the teacher will

ask the students to list and describe one major court room procedure using their prior knowledge and experience of the legal system.

THE GREAT TRIALSSYNTHESIS: The teacher will assist students in describing court room

procedures using students’ prior knowledge and experience as a basis for understanding.


AP US HISTORYSWAT:• After having read about preparing for the AP US Exam,

and given instruction, the students will be able to identify the key political, economic and religious systems of Native Americans, Europeans and Africans and how cultural diffusion and assimilation became key variables to the development of these peoples and how culture and civilization were heavily impacted by these variables by listing and describing at least two ways in which this change transformed western civilization and impacted the development of the Americas with 90% accuracy.

NJCCCS: 6.1.8.A.1.a; 6.1.8.D.1.b; 6.1.12.C.1.a

AP US HISTORYESSENTIAL 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?

AP US HISTORYDO-NOW:• After showing the picture from Document 1-2: Limbourg Brothers,

March: Peasants at Work from the “Tres Riches Heures du Duc de Berry” (15th Century), working in groups, students will discuss the answer to the following questions:

• A French prince, the Duc de Berry, commissioned this illuminated manuscript, depicting scenes important to him. What might this scene tell us about the world de Berry inhabited? What assumptions about society do you think de Berry made?

• A student facilitator will be appointed to lead a brief discussion.• Student led.Timer Set: 2 Minutes panning in groups 2 Minutes panning out (Student facilitator leads class

discussion)

AP US HISTORYHOMEWORK:• Students will write an essay in which they answer the

following 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?

• Students will be reminded of the format of the essay which must include an opening, introductory paragraph in which they state their thesis. Then use the body of their essay to provide evidence from the chapter to support that thesis. End by writing a clear conclusion to their essay.

AP US HISTORYLESSON CONNECTIONS:Emergency Lesson Plans (Student helpers need to be listed and

briefed)Review homework assignment: America’s History for the AP Course, pp.

32-36 outlining the major points in Chapter 1: “Colliding Worlds, 1450-1600”. Outline will be collected next class period.

Review homework assignment: Students will answer the “Terms to Know” on page 37 and come prepared to class with answers from both the “Key Concepts and Events” section of the review as well as the “Key People” review section located on page 37 in the chapter.

TIMER SET: 10 Minutes

AP US HISTORYEXPLANATION:• Teacher will have students view the video entitled: “Author’s

preview video for Chapter #1: Colliding Worlds”• Teacher will have students read Document 1-1: Thomas Hariot, A

Briefe and True Report of the New Found Land of Virginia (1588).• Teacher will have students read Document 1-3: “Columbus

Encounters Native Peoples: Christopher Columbus, Journal of the First Voyage (1492)

• Teacher will have students read Document 1-4: Bartolome De las Casas, “A Brief Account of the Destruction of the Indies (1552).


AP US HISTORYGUIDED PRACTICE:• Using a graphic organizer, students will list and describe how

the Algonquin Indians’ religious beliefs.• A student facilitator will be appointed to lead a classwide

discussion after students have finished pairing and sharing their ideas in groups. Thus a (Pair-Share) formative assessment will be utilized.

• Additionally, the teacher will walk around the classroom and observe students individually as they work in their groups. 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.

• The teacher will walk around the classroom and observe. Thus, an (Observation) formative assessment will be utilized.

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

listing and describing the native peoples who Columbus discovered and how these people shaped his attitudes and worldwide view.

• A student facilitator will be appointed to lead a classwide discussion after students have finished pairing and sharing their ideas in groups. Thus a (Pair-Share) formative assessment will be utilized.



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

listing and describing how Bartolome De las Casas’ encounter with the Spaniards shaped his beliefs and attitudes on slavery and its cruelties.

• A student facilitator will be appointed to lead a classwide discussion after students have finished pairing and sharing their ideas in groups. Thus a (Pair-Share) formative assessment will be utilized.



AP US HISTORYGUIDED PRACTICE:




AP US HISTORYAPPLICATION• Working individually and then in small groups, students will discuss the

answer to the following two comprehension questions based on having read Document 1-1: Thomas Hariot, A Briefe and True Report of the New Found Land of Virginia (1588):

• What attitude does Hariot seem to have toward the religion of the Algonquin Indians he encountered?

• What effect do you imagine Hariot’s account of the Algonquins had on his English readers?

• After a few minutes of discussion in groups, a student facilitator will lead a brief discussion challenging the students to tease out the implications behind the answers to each of these questions.

• Timer Set: 16 Minutes

AP US HISTORYAPPLICATION:• Working individually and then in small groups, students will

discuss the answer to the following two comprehension questions based on having read Document 1-4: “Bartolome De las Casas, “A Brief Account of the Destruction of the Indies (1552):”

• How does Las Casas characterize the native peoples he writes about?

• How does his description compare to those provided by Hariot (Document 1-1) and Columbus (Document 1-3)?


AP US HISTORYAPPLICATION:• While the students are discussing their responses, the teacher

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

• The teacher will engage students in a one on one conversation to check individually for learning and understanding. Thus a (Student Conference) formative assessment will be utilized.

• If time allows, students will read primary reading: 1.5,• Huejotzingo Petitions the Spanish King for Relief, Council of

Huejotzingo, Letter to the King of Spain (1560) and Document 1.6: Debating the Morality of Slavery, Brother Luis Brandaon, Letter to Father Sandoval (1610)

AP US HISTORYAPPLICATION:• As they read the students should write down their response

to the following questions:• Document 1.5: Council of Huejotzingo, Letter to the King of

Spain (1560)• What arguments does the Council believe would be

convincing to the Spanish king?• What does this petition reveal about the extent to which

European colonization and domination had affected indigenous culture?

AP US HISTORYAPPLICATION:Document 1.6: Debating the Morality of Slavery questions:• How does Brandaon attempt to calm Sandoval’s anxiety

about the slave trade?• What does this letter tell you about the extent of the slave

trade by the early seventeenth century?• What evidence of the Church’s role in debates over slavery

does this document provide?

AP US HISTORYAPPLICATION:• Upon conclusion a student facilitator will lead a class wide

discussion in which students answer each of the questions of Document 1.5 and Document 1.6 above.

• Utilizing an (exit card) formative assessment, students will be able to list and describe at least one way in which Las Casas characterize the native peoples he writes about? and in a sentence or two compare Las Casas to Hariot’s and Columbus’ characterizations.

• Utilizing a one paragraph summative formative assessment, students will compare each of the articles which they read today and how it shaped individual behavior and attitudes concerning the various cultures and indigenous people which were encountered.

AP US HISTORYAPPLICATION:• While the students are discussing their responses, 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 and describe at least one way in which Hariot describes and explains how the Algonquin Indians’ religious beliefs impacted the culture and civilization of the Native American people.

AP US HISTORYAPPLICATION:• Working individually and then in small groups, students will discuss

the answer to the following two comprehension questions based on having read Document 1-3: “Columbus Encounters Native Peoples,” Christopher Columbus, Journal of the First Voyage (1492).

• Why do you think Columbus focused on these details about the natives he encountered?

• Besides riches, what motivation for exploration can you see in Columbus’s account of his meeting with the natives?


•

AP US HISTORYAPPLICATION• While the students are discussing their responses, 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 and describe at least one way in which Columbus’ journal entry reflects his encounter with the Natives and how this encounter shaped his attitudes and worldwide view.

AP US HISTORYSYNTHESIS:

The teacher will assist students in identifying and describing how culture and civilization changed as a result of cultural diffusion

The teacher will assist students in identifying and describing how culture and civilization changed as a result of cultural diffusion and the impact of the Algonquin Indians on civilization and culture of the time.

The teacher will assist students in identifying and describing how culture and civilization changed as a result of cultural diffusion and the impact of Columbus’ encounter with the Natives and how this encounter shaped his attitudes and worldwide view.


Documents

SWAT’S FOR SEPTEMBER 12, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON