1. SWAT’S FOR DECEMBER 3, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

2. GREAT TRIALS PERIOD #1 SECTION #1 GREAT TRIALS SWAT: After viewing the documentary on Lizzie Borden and reading primary newspaper accounts on the Lizzie Borden trial, the students will be able to demonstrate knowledge of events surrounding the Lizzie Borden Trial by preparing for a Mock Trial describing and explaining at least three major factors surrounding the mystery of 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.11-12.1 Cite 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. CCSS.ELA-LITERACY.RH.11-12.1

3. GREAT TRIALS CCSS.ELA-LITERACY.RH.11-12.3 Evaluate 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.11-12.3 CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.CCSS.ELA-LITERACY.RH.11-12.8

4. 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?

5. GREAT TRIALS Do Now: The students will ponder and discuss the question: “How does journalism portray events?” Think of a news story today which is reported by the media and share how the media portrays the story? Based on what you have learned thus far, is there any major difference between how stories are shared today with how the newspaper reported the Lizzie Borden trial? Student led.

6. THE GREAT TRIALS HOMEWORK: Students should continue to prepare for a Mock Trial on the Lizzie Borden case. The script for the Mock Trial must be typed up and the Mock Trial will occur in class on Wednesday, December 3 rd.

7. GREAT TRIALS REVIEW/LESSON CONNECTIONS: The teacher will assist the students in summarizing the important points surrounding the Lizzie Borden Trial based on what the students have read thus far. The teacher will remind the students of the key events, people and significance of the case. “The Trial of Lizzie Borden” web link: http://law2.umkc.edu/faculty/projects/ftrials/LizzieBorden/bordenhome.html

8. GREAT TRIALS EXPLANATION Teacher will distribute grading rubric and review with the students for the upcoming mock trial of Lizzie Borden to occur in class next class period.

9. GREAT TRIALS GUIDED PRACTICE: The teacher will assist the students in reminding students of the important components which need to be considered when participating in a mock trial. If available, a Smart Board graphic organizer will be utilized for this purpose. 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 the class in summarizing those components which need to be taken into account when participating in a mock trial. Utilizing a Smart Board graphic organizer, the teacher will assist the students in writing down the main points learned thus far from the documentary clip 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 the class in summarizing the information learned from the documentary thus far.

10. GREAT TRIALS GUIDED PRACTICE: As the facilitator is guiding the class, the teacher will walk around the classroom and observe. 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.

11. THE GREAT TRIALS APPLICATION: Working as a class and in small groups, the students will continue to work on the script for the Mock Trial of Lizzie Borden. Newspaper link: http://law2.umkc.edu/faculty/projects/ftrials/LizzieBorden/bordenarticles.html “The Trial of Lizzie Borden” web link: http://law2.umkc.edu/faculty/projects/ftrials/LizzieBorden/bordenhome.html Two students shall be appointed to facilitate. One student will lead the group in facilitating a discussion of ideas of how the trial is to be conducted and the other will type out the transcript to the trial. While the student’s are brainstorming and writing out the transcript to the trial, the teacher will walk around the classroom. 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.

12. THE GREAT TRIALS APPLICATION: Utilizing a (Paragraph) formative assessment, the students will be able to write a paragraph describing and explaining at least three major factors surrounding the mystery of the trial.

13. THE GREAT TRIALS SYNTHESIS: The teacher will assist the students in analyzing the major events which occurred surrounding the Lizzie Borden trial.

14. GREAT TRIALS PERIOD #3 SECTION #2 GREAT TRIALS SWAT: After viewing the documentary on Lizzie Borden and reading primary newspaper accounts on the Lizzie Borden trial as well as having participated in a Mock Trial, the students will be able to formulate an opinion on the outcome of the Lizzie Borden Trial by participating in a Socratic Circle scoring at least a 30 out of 35 possible points on the Socratic Circle rubric and by analytically writing about at least three major observations from the participants in the circle in the form of an essay scoring at least a 46 out of 54 possible points. 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.11-12.1 Cite 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. CCSS.ELA-LITERACY.RH.11-12.1

15. GREAT TRIALS CCSS.ELA-LITERACY.RH.11-12.3 Evaluate 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.11-12.3 CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.CCSS.ELA-LITERACY.RH.11-12.8

16. 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?

17. GREAT TRIALS Do Now: Students will take their positions in preparation for participation in either the “Inner” or “Outer” Socratic Circle.

18. THE GREAT TRIALS HOMEWORK: Students should finish writing their reflection essays on the Socratic Circle. Reflection essays due in class next class period.

19. GREAT TRIALS REVIEW/LESSON CONNECTIONS: The teacher will review anchor chart on wall in which the students listed the difference between dialogue and debate.

20. GREAT TRIALS EXPLANATION 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.

21. GREAT TRIALS 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.” As the students are gathering into their groups, the teacher will walk around the classroom and observe. Thus an (Observation) formative assessment will be utilized.

22. THE GREAT TRIALS APPLICATION: Utilizing the Socratic Circle pedagogical technique, the students will address the major points brought forward from reading a primary source about the Lizzie Borden trial including the primary newspaper accounts which have been read and studied. Students should initially form the discussion based on the questions which they had written up prior to coming to class. From the Socratic Circle exercise students will formulate an opinion concerning whether or not Lizzie Borden was guilty of murder in the famous Borden trial.

23. THE GREAT TRIALS APPLICATION: The students should incorporate the following into their dialogue while participating in the Socratic Circle exercise: 1. Based on the reading, and what you know of the case, was the actual outcome expected? 2. What did it show about the relationship between innocence and guilt; what about circumstantial evidence and evidence introduced into the court? 3. Consider the stance that individuals took concerning the Borden Case? What was this stance and why did they take it? 4. How do you feel about the case? Newspaper link: http://law2.umkc.edu/faculty/projects/ftrials/LizzieBorden/bordenarticles.html

24. THE GREAT TRIALS APPLICATION: “The Trial of Lizzie Borden” web link: http://law2.umkc.edu/faculty/projects/ftrials/LizzieBorden/bordenhome.html The teacher will walk around the room and observe the students engaged in the activity. Thus an (Observation) formative assessment will be utilized. Utilizing a (Paragraph) formative assessment, the students will be able to write a paragraph describing and explaining at least three major factors surrounding the mystery of the trial.

25. THE GREAT TRIALS SYNTHESIS: The teacher will assist the students in analyzing the major events which occurred surrounding the Lizzie Borden trial.

26. AP US HISTORY SWAT: After completing the reading of both primary and secondary documents, the students will be able to analyze the outcome of the American Revolution and what political, social and economic changes were produced including an understanding of the Declaration of Independence, the Articles of Confederation and the US Constitution by completing their chapter test with a score of at least eighty percent.

27. 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.

28. AP US HISTORY ESSENTIAL QUESTIONS: How did democratic and republican values and competing conceptions of national identity affect the development and success of the Articles of Confederation? How did these factors affect the development and ratification of the Constitution?

29. AP US HISTORY HOMEWORK: Students will listen to Chapter #7 Flipped Classroom Lecture on-line and take notes on the same and come prepared for a quiz to be given in class on Wednesday.

30. AP US HISTORY DO-NOW The students will take a quick look at their notes before placing their textbook, review book, and notebook underneath their desks.

31. AP US HISTORY REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS:

32. AP US HISTORY EXPLANATION: Teacher will review directions for unit test.

33. AP US HISTORY GUIDED PRACTICE:

34. AP US HISTORY APPLICATION; Working individually, students will complete their chapter test. In the first half of class, students will write their essay. In the second half of the class, students will complete the remaining parts to their test. 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.

35. AP US HISTORY SYNTHESIS:

36. AMERICAN HISTORY II HONORS PERIOD #6, SECTION #2 Given a primary document on “The Sources of Soviet Conduct,” the students will be able to explain the events which led America to adopt a policy of containment toward the Soviet Union and how this policy further precipitated the causes of the cold war by reading and analyzing at least three major assumptions which Kennan makes about the Soviet Union, Containment and the Cold War with eighty percent accuracy.

37. AMERICAN HISTORY II HONORS NJCCCS: NJCCCS: 6.1.12.A.12.a. Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War CCSS.ELA-LITERACY.RH.11-12.1 Cite 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. CCSS.ELA-LITERACY.RH.11-12.1 CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-LITERACY.RH.11-12.2

38. AMERICAN HISTORY II HONORS ESSENTIAL QUESTIONS: How did the policy of containment come about? How did the policy of containment depict the Soviet Union? Who was George Kennan and why was he important? What are the arguments which George Kennan puts forward? What assumptions does George Kennan make about the Soviet Union? How does his assumptions influence American foreign policy?

39. AMERICAN HISTORY II HONORS DO-NOW: The idea of containment is based, at least in part, on the ideology of America being the world policeman, that somehow it is America’s duty and obligation to police the world and “contain” ideologies foreign to its own; ideologies and beliefs which prove threatening to its existence. To what degree do you believe that America’s role of world policeman largely advocated by former President Woodrow Wilson still applies today? Cite specific examples. Student led.

40. AMERICAN HISTORY II HONORS Homework: Students will prepare for a Socratic Circle based on the primary reading of “The Sources of Soviet Conduct” [1946] http://www.historyguide.org/europe/kennan.html reading Socratic Circle to occur in class on Friday.

41. AMERICAN HISTORY II HONORS REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS: Review Socratic Circle exercise Go over outcome from both Yalta and Potsdam conferences Go over outcome of the end of World War II. Review philosophy of Communism as advanced by Karl Marx and Frederick Engels.

42. AMERICAN HISTORY II HONORS EXPLANATION: The teacher will share a power point on the origins of the Cold War entitled: “Origins of the Cold War use with lesson plans of December 1, 2014” While the teacher shares the power point, students will take notes on the “Origins of the Cold War.” The teacher will review the Socratic Circle rubric in preparation for the Socratic Circle exercise which will occur in class on Friday, December 5th. All American History II classes meet on this day. The teacher will also review Socratic Circle expectations. The Teacher will present a You Tube video clip entitled: “George F. Kennan’s Long Telegram” http://www.youtube.com/watch?v=N1xJiSPgs9Y

43. AMERICAN HISTORY II HONORS EXPLANATION: The Teacher will then present a second You Tube video clip entitled: “Truman Doctrine” http://www.youtube.com/watch?v=wmQD_W8Pcxg While the teacher is showing the class the videos, the students should take notes on the information obtained from the videos.

44. AMERICAN HISTORY II HONORS GUIDED PRACTICE: The teacher will assist the students in identifying the main ideas from the You Tube video clips: “George F. Kennan’s Long Telegram” “Truman Doctrine” A Smart board graphic organizer will be utilized for this purpose. A student will be assigned the task of writing in the graphic organizer in the classroom. Another student will facilitate a classroom discussion based on identifying the main ideas from the You Tube video clips above. While the students are copying down notes from the smart board and a student facilitator is leading a classwide discussion, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.

45. US HISTORY II HONORS GUIDED PRACTICE: The teacher will then have the students close their notebook. Utilizing an index card, the teacher will ask the students to describe at least three main points brought forward from George Kennan’s Long Telegram and at least three main points brought forward from the Truman Doctrine. Thus a (Quick Write) formative assessment will be utilized.

46. AMERICAN HISTORY II HONORS APPLICATION: The students will read: “The Sources of Soviet Conduct” http://www.foreignaffairs.com/articles/23331/x/the-sources-of-soviet-conduct Working in small groups students will answer the following questions: How did the policy of containment come about? How did the policy of containment depict the Soviet Union? Who was George Kennan and why was he important? What are the arguments which George Kennan puts forward? What assumptions does George Kennan make about the Soviet Union? How does his assumptions influence American foreign policy?

47. AMERICAN HISTORY II HONORS APPLICATION: Working in small groups students will answer the following questions: How did the policy of containment come about? How did the policy of containment depict the Soviet Union? Who was George Kennan and why was he important?

48. AMERICAN HISTORY II HONORS APPLICATION: A student facilitator will lead a brief discussion asking their fellow classmates for answers to the above questions. A smart board graphic organizer will be utilized for this purpose. A second student facilitator will write down the responses to the questions on the Smart Board. After discussing the answers to the above questions, the students will close their notebook and take out an index card. On the index card, the students will briefly explain what the policy of containment is and the factors which caused containment to come about? In responding to this question, students should analyze at least three major causes of the cold war and at least two major assumptions made by George Kennan in promoting the policy of containment. Thus a (Quick Write) formative assessment will be utilized.

49. AMERICAN HISTORY II HONORS APPLICATION: Students will read out loud: “The Sources of Soviet conduct [1946] http://www.historyguide.org/europe/kennan.html reading Part I of Kennan’s work and identify the main idea from the reading. A graphic organizer will be utilized to identify the main idea. A student facilitator will lead a brief discussion asking their fellow classmates for answers to the above questions. A smart board graphic organizer will be utilized for this purpose. A second student facilitator will write down the responses to the questions on the Smart Board.

50. AMERICAN HISTORY II HONORS SYNTHESIS: The teacher will wrap up the lesson by asking students key questions about the policy of containment and the causes of the Cold War. The teacher will wrap up the lesson by asking students key questions about the Truman Doctrine and how it further perpetuated the ideals of the policy of containment during the early years of the Cold War.

51. AMERICAN HISTORY II HONORS PERIOD #1, Section #1 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.

52. AMERICAN HISTORY II HONORS 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.

53. AMERICAN HISTORY II HONORS Common Core: CCSS.ELA-LITERACY.RH.11-12.1 CCSS.ELA-LITERACY.RH.11-12.1 Cite 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.

54. AMERICAN HISTORY II HONORS ESSENTIAL QUESTIONS: 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?

55. AMERICAN HISTORY II HONORS DO-NOW: Students will take their positions in preparation for participation in either the “Inner” or “Outer” Socratic Circle.

56. AMERICAN HISTORY II HONORS 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

57. AMERICAN HISTORY II HONORS 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.

58. AMERICAN HISTORY II HONORS 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.

59. AMERICAN HISTORY II HONORS 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.

60. AMERICAN HISTORY II HONORS 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”: 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?

61. AMERICAN HISTORY II HONORS 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)

62. AMERICAN HISTORY II HONORS 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.

63. AMERICAN HISTORY II HONORS SYNTHESIS: The teacher will wrap up the lesson by reminding the students of the lessons learned from the Socratic Circle activity.