SWAT’S FOR SEPTEMBER 8, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

AMERICAN HISTORY II (HONORS) SWAT: Given instruction and after completing a graphic organizer, the students will be able to discuss the causes of the Great Depression listing at least one of them and describing how it was a cause with ninety percent accuracy. NJCCCS: A.9.a: Analyze how the actions and policies of the United States government contributed to the Great Depression.

AMERICAN HISTORY II (HONORS) ESSENTIAL QUESTION: What were the causes of the Great Depression? How are present events related to past ones?

AMERICAN HISTORY II HONORS DO-NOW: Students will describe the first words which come to their mind when they think of the word: “depression.” Next, students will discuss what they know about the “Great Depression.” 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 finish reading Chapter #30: The Causes of the Great Depression and outline the chapter in their notebook. Finish final draft of career essay

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 Collect student interest surveys Review events which occurred in early twentieth century and especially events which led up to the Great Depression. TIMER SET: 10 Minutes

AMERICAN HISTORY II HONORS EXPLANATION: 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 HONORS GUIDED 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. Timer Set: 16 Minutes

AMERICAN HISTORY I HONORS APPLICATION Students will read from their textbook: History Alive, Chapter 30: Causes of the Great Depression. Next, students will create a chart in which they place each of the main causes and supporting details for that cause on the chart. Through researching, students will be able to evaluate and determine the historical events that led to the depression. While students are reading from their textbook, the teacher will engage in a one on one conversation with students. Thus a (Student Conference) formative assessment will be utilized. In addition, 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 one of the causes of the Great Depression. Timer Set: 16 Minutes

AMERICAN HISTORY II HONORS SYNTHESIS: The teacher will assist students in describing the causes of the Great Depression. Timer Set: 5 Minutes

THE GREAT TRIALS SWAT: 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 one court room procedure with ninety percent accuracy. NJCCCS: 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 TRIALS ESSENTIAL 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 TRIALS DO-NOW: Students will brainstorm a list of laws which have changed over the last several decades. Student led. 2 Minutes panning in groups 2 Minutes panning out (Student facilitator leads class discussion)

THE GREAT TRIALS HOMEWORK: Students will re-write 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 10 th or during next class period. 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 / Collect Classroom Expectations handout Discuss organization of website for The Great Trials course Distribute “Helpful Study Tips” handout Collect student interest surveys Timer Set: 10 Minutes

THE GREAT TRIALS EXPLANATION: The teacher will show a power point on the criminal justice system entitled: “Introduction to Criminal Justice consider using on September 8, 2014.” Timer Set: 10 Minutes

THE GREAT TRIALS GUIDED 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 8 th, 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. Timer Set: 5 Minutes

THE GREAT TRIALS APPLICATION 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 TRIALS APPLICATION: 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. 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.

THE GREAT TRIALS APPLICATION: 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 TRIALS SYNTHESIS: The teacher will assist students in describing court room procedures using students’ prior knowledge and experience as a basis for understanding. 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: : A-D

AP US HISTORY ESSENTIAL QUESTION: What are the advantages of taking an AP US History class in High School? What strategies need to be implemented in order to be successful in the course and on the exam?

AP US HISTORY DO-NOW: 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? How is ones culture determined by the values of a civilization? Student led. Timer Set: 2 Minutes panning in groups 2 Minutes panning out (Student facilitator leads class discussion)

AP US HISTORY HOMEWORK: Students will read and outline in their notebook important notes which they derived from reading: United States History: Preparing for the Advanced Placement Examination, pp. xxi=xxxii. Students will complete their final draft of their career essays to be handed in and attached to their rough drafts. The final draft should be placed in front of their rough draft and stapled.

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 Collect Parent/Student Signature sheet Collect Student interest surveys TIMER SET: 10 Minutes

AP US HISTORY EXPLANATION: 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 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), (Chapters 2-3), (Chapters 4-6), (Chapters 7-11), (Chapters 12-15), (Chapters 16-19), (Chapters 20-25), (Chapters 26-29), (Chapters 30-31) Present

AP US HISTORY GUIDED PRACTICE: 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. Timer Set: 16 Minutes

AP US HISTORY APPLICATION The teacher will walk around the classroom. Thus a (Classroom observation) formative assessment will be utilized. Next, working individually, students will read silently pp. xii-xx. While the students are reading silently, the teacher will again walk around the classroom. A (Classroom observation) formative assessment will be utilized. In addition, the teacher will engage students in a one on one conversation to check for individual understanding. Thus a (Student Conference) formative assessment will also be utilized. After students have finished, a student facilitator will be appointed to lead a brief classroom discussion in which students share out the major points which they learned from the reading and how a successful strategy needs to be employed in order to be successful in the course. A second facilitator will write down the major points on the Smart Board utilizing a suitable Smart Board graphic organizer designed for such purpose. 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 at least one strategy which need to be employed in order to be successful in the course and on the exam. Timer Set: 5 Minutes