1. SWAT’S FOR OCTOBER 31, 2014 UNITED STATES HISTORY II HONORS THE GREAT TRIALS MR. PETERSON

2. GREAT TRIALS PERIOD #1 and #3 SECTION #1 and 2 GREAT TRIALS SWAT: After reading and discussing a primary source on the Amistad Trial, the students will be able to formulate an opinion on whether or not the mutiny was justified in the Amistad incident backing up their position after participating in a Socratic Circle describing at least three reasons for their reasoning obtaining a Socratic Circle rubric score of at least 30 out of 35 possible points. NJCCCS: 6.1.12.A.3.i: Relate the impact of the Supreme Court decision regarding the Amistad to the antislavery movement. 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.

3. GREAT TRIALS ESSENTIAL QUESTIONS: Did the Amistad incident put slavery on trial? How did the Amistad trial foreshadow the future conflicts over slavery?

4. GREAT TRIALS DO-NOW: Students will take their positions in preparation for participation in either the “Inner” or “Outer” Socratic Circle.

5. THE GREAT TRIALS HOMEWORK: Students will finish writing a reaction essay to the Socratic Circle. Socratic Circle reflection essays due next class period.

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

7. GREAT TRIALS EXPLANATION Teacher will have the students read from a series of Primary sources: Teaching with Documents: John Quincy Adams’ request for papers relating to the lower court trials of the Amistad Africans, January 23, 1841 http://www.archives.gov/education/lessons/amistad/adams-request.html Teaching with Documents: The Amistad Case: Opinion of the Supreme Court in United States v. The Amistad, March 9, 1841. http://www.archives.gov/education/lessons/amistad/supreme-court- opinion.html Teaching with Documents: The Amistad Case: Statement of the Supreme Court to Circuit Court, March 9, 1841. http://www.archives.gov/education/lessons/amistad/supreme-court- statement.html

8. THE GREAT TRIALS EXPLANATION: Students will complete a Document Analysis worksheet on each document. 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.

9. 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.” During this section of the lesson, the teacher will walk around the classroom. Thus an (Observation) formative assessment will be utilized.

10. 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 Amistad incident. 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 the mutiny was justified in the Amistad incident. Main primary source: http://law2.umkc.edu/faculty/projects/ftrials/amistad/AMI_NEWS.HTM. While the students are participating in either the inner or outer circle, the teacher will walk around the classroom. Thus, an (Observation) formative assessment will be utilized.

11. 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, was the mutiny justified? 2. What did it show about the relationship between the white people and the African Americans? 3. Consider the stance that individuals took concerning the Amistad case? What was this stance and why did they take it? 4. How do you feel about the case so far?

12. THE GREAT TRIALS APPLICATION: 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. Using a (One paragraph formative assessment), the students will be able to explain at least three reasons for supporting their position on whether or not the mutiny was justified in the case of the Amistad.

13. GREAT TRIALS SYNTHESIS: The teacher will reinforce the lesson and its objectives by reminding the students of the background and purpose of the Amistad Incident.

14. GREAT TRIALS PERIOD #2 SECTION #2 GREAT TRIALS ALTERNATIVE SWAT: After learning about both the Trial of Socrates and the Amistad, the students will be able to demonstrate knowledge of the court system and its practices as well as the importance of the “Great Trials” of both Socrates and the “Amistad” incident by reviewing for a quarterly exam in which students compare and contrast at least three major distinctive points between both trials with at least eighty percent accuracy.

15. GREAT TRIALS ESSENTIAL QUESTIONS: Did the Amistad incident put slavery on trial? How did the Amistad trial foreshadow the future conflicts over slavery? 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?

16. GREAT TRIALS DO-NOW: How does one study for a quarterly assessment. Student led.

17. THE GREAT TRIALS HOMEWORK: Students will study for their first quarterly assessment.

18. GREAT TRIALS REVIEW/LESSON CONNECTIONS: Quiz on Abolitionist Movement and the Amistad Incident. The teacher will review the events which fueled the institution of slavery. The teacher will review the events which led up to the Abolitionist Movement. The teacher will review the main ideas from having read the handout: “Newspaper Accounts of the Amistad Case.” The teacher will review the importance of the Trial of Socrates and the Amistad Movement.

19. GREAT TRIALS EXPLANATION Teacher will go over review sheet.

20. GREAT TRIALS GUIDED PRACTICE: The teacher will assist the students in brainstorming how to answer DBQ and questions on quarterly assessment. Two students will be appointed one to write down responses on the Smart Board and the other individual will facilitate a class wide discussion in which students list and explain important strategies which need to be utilized when studying for a quarterly assessment with DBQ documents. The teacher will walk around the classroom and observe students. Thus an (observation) formative assessment will be utilized.

21. THE GREAT TRIALS APPLICATION: Students will begin to work on the review sheet by pre-writing their essay response.

22. THE GREAT TRIALS APPLICATION: While the students are pre-writing their essay, the teacher will walk around and observe. 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.

23. GREAT TRIALS SYNTHESIS: Teacher will ask the student the following question: List one major point which remains unclear to them.

24. AMERICAN HISTORY II HONORS PERIOD #1, Section #1 SWAT: After completing research in which students engaged in reading both primary and secondary sources, the students will be able to analyze the reasons for dropping the atomic bomb on Hiroshima and Nagasaki by participating in a debate on the decision to drop the atomic bomb writing and describing at least three reasons either in favor or against with an essay rubric score of 50/54.

25. 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.

26. 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.

27. AMERICAN HISTORY II HONORS ESSENTIAL QUESTIONS: What is America’s place in the world? Under what conditions is it appropriate to go to war?

28. AMERICAN HISTORY II HONORS DO-NOW: What is America’s place in the world? What should America’s place be? A student facilitator will lead a brief discussion.

29. AMERICAN HISTORY II HONORS Homework: Students will continue preparing for a debate on the dropping of the atomic bomb on Hiroshima and Nagasaki to be delivered in class starting on October 24 th. Students should have completed at least five index cards in preparation for the upcoming debate ready to be checked by next class period. Students will work together with the teacher in creating a rubric for this assignment. (If more time is needed). Students will write a reflective essay on their experiences both as active members of the debate team as well as by being observers reflecting on the strengths and areas of improvement needed in the debate. Students will prepare for a quiz on the material learned thus far from the debate and from information gathered from the information acquired in this unit on America’s decision to drop the atomic bomb.

30. AMERICAN HISTORY II HONORS REVIEW OF PREVIOUSLY LEARNED MATERIAL/LESSON CONNECTIONS: Review the kinds of tactics which had been used by countries to win a war up to the point of 1945. The teacher will ask students to write about at least three tactics/strategies used by countries to win a war up to the point of 1945. A (Quick Write) formative assessment will be utilized for this purpose. While students are completed task, the teacher will walk around the classroom and observe. Thus an (Observation) formative assessment will also be utilized. Upon completion, the teacher will select a few students to share their (quick write) with the class.

31. AMERICAN HISTORY II HONORS EXPLANATION: Teacher will review the project grading rubric and expectations which was developed collaboratively with the students. The teacher will explain that students will complete a self-evaluation rubric which will not only include marking the rubric by category but also students must provide a narrative in which students provide specific, meaningful feedback. This needs to be done on both the self-rubric and peer-reviewed rubrics. The teacher will review the factors which need to be included in a debate referring to the anchor chart in the classroom.

32. AMERICAN HISTORY II HONORS GUIDED PRACTICE: Students will get into their groups to make final preparations for the debate on the decision to drop the atomic bomb. The teacher will be sure the students understand the task before them. The teacher will have the students signal with a thumbs-up; thumbs-down. Thus a (Thumbs-up; thumbs-down) formative assessment will be utilized. The teacher will walk around the classroom as the students are completing their finishing touches on the debate. Thus a (Classroom observation) formative assessment will be utilized.

33. AMERICAN HISTORY II HONORS APPLICATION: The students will be divided into two teams and will continue research and compiling information in preparation for a debate on dropping the atomic bomb on Hiroshima and Nagasaki in 1945.

34. AMERICAN HISTORY II HONORS APPLICATION: Resolution Statement: Resolved: The decision to drop the atomic bomb was justifiable on the part of the United States government in order to bring an end to World War II. Parts include: Opening and Closing statements Political Ethical Economic Social Technological

35. AMERICAN HISTORY II HONORS APPLICATION: Students will be allowed one index card with notes on it and a blank sheet of paper so that they can take notes based on what is said by other members of the class relative to the debate. In addition, the teacher will walk around the classroom and observe the students at work. Thus an (Observation) formative assessment will also be utilized. Utilizing an (exit card) formative assessment, the students will write and describe at least three reasons either in favor or against the dropping of the atomic bomb in preparation for writing an essay response on this topic.

36. AMERICAN HISTORY II HONORS SYNTHESIS: The teacher will assist students in identifying and describing the major arguments for both dropping the atomic bomb and for not dropping the atomic bomb. The teacher will assist students in describing the various issues which Truman faced when Japan initially refused to surrender in August of 1945.

37. AP US HISTORY SWAT: Given a document prompt from Paine’s work, The American Crisis, the students will be able to analyze why the patriots won the Revolution by working in groups reading and writing a summary describing at least three reasons for the patriot victory examining the environmental, military, political, diplomatic and ideological reasons for the patriot victory with 80% accuracy.

38. 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.

39. AP US HISTORY ESSENTIAL QUESTIONS: How did democratic and republican ideals and emerging conceptions of American identity lead to the Declaration of Independence and the development of American institutions? What was the immediate and long-term significance of the Declaration of Independence? How did the Declaration of Independence shape belief systems and independence movements? Why did the rebels win the war for independence?

40. AP US HISTORY HOMEWORK: The students will begin to review for their quarterly assessment.

41. AP US HISTORY DO-NOW: Under what conditions are revolutions staged and what factors determine the outcome of revolutions? Student Led.

42. AP US HISTORY HOMEWORK: The students will begin to review for their quarterly assessment.

43. AP US HISTORY REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS: The teacher will review information previously acquired on the factors which contributed to the Declaration of Independence and the causes which led the colonists to rebel. The teacher will have the students complete a quick write in which students write about at least three of causes which led the colonists to rebel. A (Quick Write) formative assessment will be utilized for this purpose.

44. AP US HISTORY EXPLANATION: Teacher will review the flipped classroom lecture on Chapter #6: Making War and Republican Governments.

45. AP US HISTORY GUIDED PRACTICE: Working collaboratively, the teacher will guide the students in creating a graphic organizer in which the students describe the political, social and economic changes the American Revolution produced and what stayed the same. Two students will be appointed to lead this section of the class. One student will lead a class wide discussion asking questions of the students and encouraging their peers to ask questions and posit answers. A second student will write down the responses on a suitable Smart Board graphic organizer.

46. AP US HISTORY APPLICATION; Working individually, students will read a document prompt from The Crisis by Thomas Paine. www.ushistory.org/paine/crisis/singlehtml.htm Students will answer the following question: What is Paine talking about in the excerpt? To what degree is Paine building a convincing argument? How do you know? What is Paine’s argument? 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. Again, while the students are working, the teacher will walk around the classroom and observe. Thus an (Observation) formative assessment will be utilized.

47. AP US HISTORY APPLICATION: 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. After about fifteen minutes engaged in this activity, two students will be appointed to lead a class wide discussion. One student will facilitate the discussion among the class while the other will write down information on a suitable Smart Board graphic organizer designed for this purpose. Utilizing an (Exit card) formative assessment, the students will be able to describe at least three reasons for the patriot victory examining the environmental, military, political, diplomatic and ideological reasons for the patriot victory.

48. AP US HISTORY SYNTHESIS: The teacher will assist the students in analyzing why the patriots won the Revolution.

50. AP US HISTORY SWAT: After completing the reading of both primary and secondary documents, the students will be able to analyze how the South Atlantic system created an interconnected Atlantic World by completing their chapter test writing and explaining at least three major ways in which the system impacted the development of the British colonies scoring at least an eighty percent on their chapter test.

51. AP US HISTORY NJCCCS: 6.1.12.A.1.a: Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government. 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.

52. AP US HISTORY ESSENTIAL QUESTIONS: How did relations between English colonists and Native Americans evolve over time? How did cultural values and conceptions of group identity and autonomy emerge out of cultural interactions between British government officials, Africans and Native Americans? How did these ideas and beliefs shape colonial identity, politics, culture and society? How and why did slavery develop in the British colonies? How were changing religious ideals, Enlightenment beliefs, and republican perspectives influenced by Atlantic World exchanges? What factors shaped the development of Native American society after contact with the Europeans in North America?

53. AP US HISTORY ESSENTIAL QUESTIONS: How did the French and Indian war affect the Native American population and the relations between Britain and her colonies? How did conceptions of American identity and democratic ideals emerge and shape the movement for independence? Why did the colonists rebel against Great Britain?

54. AP US HISTORY HOMEWORK: The students will listen to a flipped classroom lecture on Chapter #6: Making war and Republican Governments.” While reading as well as listening to the flipped classroom lecture, students should take notes. Students should study for their quarterly assessment to be given in class on Monday.

55. 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.

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

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

58. AP US HISTORY GUIDED PRACTICE:

59. 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.

60. AP US HISTORY SYNTHESIS:

61. AP US HISTORY SECOND SWAT: After taking notes on a brief lecture on the global impact of the Declaration of Independence, the students will be able to analyze one of the various declaration of independence produced by U.S. states (eg: Texas and South Carolina) or other countries (e.g.: Venezuela, Vietnam, Czechoslovakia, and Liberia) by comparing the United States Declaration of Independence to at least one of the various other declarations examined on-line writing and explaining at least three major similarities or differences between the documents with at least 80% accuracy. ESSENTIAL QUESTIONS: What was the immediate and long term significance of the Declaration of Independence? How did republican and democratic ideals and emerging conceptions of American identity lead to the Declaration of Independence and the development of American political institutions?

62. AP US HISTORY APPLICATION: Working individually, and then in small groups, the students will be able to analyze one of the various declaration of independence produced by U.S. states (eg: Texas and South Carolina) or other countries (e.g.: Venezuela, Vietnam, Czechoslovakia, and Liberia) by comparing the United States Declaration of Independence While the students are working, the teacher will circulate the classroom. Thus a (Classroom Observation) formative assessment will be utilized. In addition, the teacher will engage in a one on one discussion to be sure that students understand what they are to do. Thus a (Student Conference) formative assessment will also be utilized. Utilizing a (One paragraph) formative assessment, students will write and explain at least three major similarities or differences between the document selected and the Declaration of Independence.

63. AP US HISTORY SYNTHESIS: The teacher will reinforce the lesson and its objectives reminding students of the importance and rationale for writing the Declaration of Independence.

64. AP US HISTORY SWAT: After completing a graphic organizer, the students will be able to read a small excerpt and to formulate an introductory paragraph from the thesis based on a historical excerpt by writing and analyzing at least three major factors which need to be taken into account when writing an introductory paragraph with 80% accuracy. CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1

65. AP US HISTORY ESSENTIAL QUESTIONS: In what way is it important for an introductory paragraph to be in alignment with the thesis statement? How is the introductory paragraph an integral part of the essay?

66. AP US HISTORY HOMEWORK: Students will begin to study for their test on Chapters 4 and 5.

67. AP US HISTORY DO-NOW: Working in small groups, students will list the factors which need to be taken into account when developing an introductory paragraph. Student led.

68. AP US HISTORY REVIEW OF PREVIOUS LEARNED MATERIAL/LESSON CONNECTIONS Review the writing of the thesis statement. Review the You Tube video clip on writing of a thesis statement http://www.youtube.com/watch?v=5HePQWodWiQ

69. AP US HISTORY EXPLANATION: Teacher will present a You Tube video clip on how to develop an introductory paragraph. http://www.youtube.com/watch?v=clPtbFT23Bs Teacher will present a second You Tube video clip on how to develop an introductory paragraph. http://www.youtube.com/watch?v=bgCujqVW-8E&feature=related

70. AP US HISTORY GUIDED PRACTICE: Using a graphic organizer, teacher will assist students in listing the major points which need to be considered when developing an introductory paragraph. Smart Board technology will be utilized for this purpose. Two students will be appointed to lead this part of the lesson. One student will facilitate a class wide discussion in which students share out their ideas listing the major points which need to be considered when developing an introductory paragraph. A second student will write down the notes and ideas generated by students on a suitable Smart Board graphic organizer. While the two students are facilitated class, the remaining students will set up a similar graphic organizer in their notebook. The teacher will walk around the classroom as the students are taking notes. Thus a (Classroom observation) formative assessment will be utilized.

71. AP US HISTORY APPLICATION; Working individually, students will be given a topic. Next, students will practice writing introductory paragraphs starting with the hook or topic sentence and funneling out to the thesis statement. Anchor chart to be created. While the students are practicing writing their introductory paragraphs, 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.

72. AP US HISTORY APPLICATION: Utilizing an (exit card) formative assessment, the students will analyze the three major parts to the Introductory paragraph Grab Reader’s attention Narrow reader’s focus Thesis statement Students will describe how the “funnel” approach enables the writer to address each of the three major parts of the Introductory paragraph.

73. AP US HISTORY SYNTHESIS: The teacher will assist students in a further understanding of the important role an introductory paragraph plays to the overall development of an essay.

74. AP US HISTORY SECOND SWAT: After taking notes on a brief lecture on the global impact of the Declaration of Independence, the students will be able to analyze one of the various declaration of independence produced by U.S. states (eg: Texas and South Carolina) or other countries (e.g.: Venezuela, Vietnam, Czechoslovakia, and Liberia) by comparing the United States Declaration of Independence to at least one of the various other declarations examined on-line writing and explaining at least three major similarities or differences between the documents with at least 80% accuracy. ESSENTIAL QUESTIONS: What was the immediate and long term significance of the Declaration of Independence? How did republican and democratic ideals and emerging conceptions of American identity lead to the Declaration of Independence and the development of American political institutions?

75. AP US HISTORY APPLICATION: Working individually, and then in small groups, the students will be able to analyze one of the various declaration of independence produced by U.S. states (eg: Texas and South Carolina) or other countries (e.g.: Venezuela, Vietnam, Czechoslovakia, and Liberia) by comparing the United States Declaration of Independence While the students are working, the teacher will circulate the classroom. Thus a (Classroom Observation) formative assessment will be utilized. In addition, the teacher will engage in a one on one discussion to be sure that students understand what they are to do. Thus a (Student Conference) formative assessment will also be utilized. Utilizing a (One paragraph) formative assessment, students will write and explain at least three major similarities or differences between the document selected and the Declaration of Independence.

76. AP US HISTORY SYNTHESIS: The teacher will reinforce the lesson and its objectives reminding students of the importance and rationale for writing the Declaration of Independence.