1. SWAT’S FOR OCTOBER 21, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

2. GREAT TRIALS PERIOD #2, SECTION #2 GREAT TRIALS SWAT: Given primary reading on the Amistad Trial, the students will be able to discuss the importance of the Amistad Trial in the context of the Abolishment Movement by writing and explaining at least three ways in which the trial further perpetuated the Abolishment Movement with at least a score of eighty percent.

3. GREAT TRIALS Section 2 APPLICATION: (ONE STUDENT WILL VOLUNTEER TO LEAD THE CLASS IN READING OUT LOUD FROM THE SMART BOARD) Working in small groups, the students will begin reading (out loud) a newspaper account of the Amistad http://law2.umkc.edu/faculty/projects/ftrials/amistad/AMI_NEWS.HTM. While the students are reading the newspaper account of the Amistad, the teacher will walk around and observe the students reading and taking notes. Thus, an (Observation) formative assessment will be utilized. In addition, the teacher will engage in a one on one conversation as needed with students to check for their understanding. Thus a (Student Conference) formative assessment will also be utilized.

4. GREAT TRIALS PERIOD #2 SECTION #2 GREAT TRIALS APPLICATION: Further, the students will explain at least three ways in which the trial further perpetuated the Abolishment Movement with at least a score of eighty percent list one major reason which brought about the Amistad Trial in the context of the Abolishment Movement. Thus an (Exit Card) formative assessment will also be utilized. HOMEWORK: No assigned homework.

5. AMERICAN HISTORY II HONORS PERIOD #3: PERIOD 3: UNITED STATES HISTORY II (HONORS) (SECTION #1 & SECTION #2) SWAT: After viewing an instructional power point, and creating a graphic organizer in which students analyze the underlying and direct causes of World War II, the students will be able to explain the underlying and direct causes of World War II identifying key battles fought by continuing to work on their Battle of World War II power points/prezi’s by describing at least three of the causes of World War II with 80% accuracy.

6. AMERICAN HISTORY II HONORS APPLICATION: Students will continue work on their power point presentation on the Battles of World War II. Students have already chosen their groups—so working in groups: Students should have chosen a battle. Some of the more significant battles include: a. Battle of Britain b. Battle of Midway c. Battle of Normandy d. Battle of Berlin e. Battle of Coral Sea

7. AMERICAN HISTORY II HONORS 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

8. AMERICAN HISTORY II HONORS While the students are working in groups, the teacher will walk around the classroom and observe the students. Thus a (Classroom observation) formative assessment will be utilized. In addition, the teacher will engage students in a one on one conversation to ensure their understanding of the lesson. Thus a (Student Conference) formative assessment will also be utilized. Homework: Students will finish working on their power point presentations and come ready to present in class next class period.

9. AP US HISTORY Period #4: AP US HISTORY 9 SWAT: Given primary readings, the students will be able to analyze the position which Thomas Paine advocates concerning the events surrounding the American Revolution and the issues which the colonists must confront by reading an excerpt from the primary document entitled: “Common Sense” and by writing and explaining the meaning of at least five out of six selected quotes in preparation for their Socratic Circle to be held in class tomorrow with at least eighty percent accuracy. APPLICATION: Working individually, students will read excerpts from Thomas Paine’s Common Sense. http://cliojournal.wikispaces.com/file/view/ Excerpts+from+Common+Sense.pdf

10. AP US HISTORY Homework: The students will read Thomas Paine: “Common Sense” and prepare for a Socratic Circle. Assignment comes due on Tuesday, October 21 st. Web link: http://www.ushistory.org/paine/commonsense/

11. AP US HISTORY APPLICATION: Working individually, students will read excerpts from Thomas Paine’s Common Sense. http://cliojournal.wikispaces.com/file/view/ Excerpts+from+Common+Sense.pdf While students are reading, they should take notes. Upon conclusion, students will turn to their partner and discuss at least three major points which Thomas Paine raises in the excerpt. Thus a (Turn-to-your- partner) formative assessment will be utilized. Afterward, the teacher will distribute a worksheet on Thomas Paine in which students must analyze the meaning behind the various quotes. http://kentschools.net/bhaggerty/files/2010/08/Common-Sense-WS.pdf

12. AP US HISTORY Working with their partner, the students will complete the worksheet. Thus a (Turn-to-your partner) formative assessment will again be utilized. While the students are working, the teacher will circulate the classroom. Thus an (Observation) formative assessment will also be utilized. Finally, the teacher will engage students in a one to one conversation to ensure understanding. Thus a (Student Conference) formative assessment will be utilized.