{"id":1235,"date":"2015-09-16T14:58:50","date_gmt":"2015-09-16T18:58:50","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=1235"},"modified":"2015-09-16T14:58:50","modified_gmt":"2015-09-16T18:58:50","slug":"wednesday-september-16th-2015","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2015\/09\/16\/wednesday-september-16th-2015\/","title":{"rendered":"Wednesday September 16th, 2015"},"content":{"rendered":"

U.S. History<\/strong><\/p>\n

Wednesday-9\/16\/15:<\/strong>
\no Bell Work-1. What kind of work was available to American women prior to the civil war? 2. How did women\u2019s pay compare with men in factories? 3. What was the intended outcome of the suffrage movement?
\no Attendance- While Class is Doing Bell Work
\no Video-A Child on Strike (9:44 min)
\no Activity-Names and Terms- Chapter 9-The Progressive Era
\no Activity-Guided Tour- Chapter 9-The Progressive Era
\no Daily Objective-<\/strong>
\no Content Objective:
\n\uf0a7 SWD analysis of key terms associated with our unit covering Chapter 9 by locating vocabulary terms in a collaborative activity
\n\uf0a7 SWD applications of the important political\/historical figures, events and evidentiary text located in Chapter 9 by compiling information on a guided tour worksheet
\no Language Objective:
\n\uf0a7 Students will read and orally match up important vocabulary terms pertaining to our unit covering Chapter 9 by using a vocabulary names and terms activity
\n\uf0a7 Students will write answers to guided questions that require examination of the additional supporting<\/p>\n

 <\/p>\n

Supplemental Materials:<\/strong> Names and Terms- Chapter 9-The Progressive Era and Guided Tour- Chapter 9-The Progressive Era<\/p>\n

 <\/p>\n

Guided Tour\/Names and Terms-Chapter 9-The Progressive Era <\/strong><\/p>\n

Chapter 9-Guided Tour- Sections 1-3 Definition<\/a><\/p>\n

\u00a0<\/strong><\/p>\n

Online book link:<\/strong> Chapter 9 Sections 1-5<\/strong><\/p>\n

The Americans-Chapter 9-Section 1<\/a><\/p>\n

The Americans-Chapter 9-Section 2<\/a><\/p>\n

The Americans-Chapter 9-Section 3<\/a><\/p>\n

The Americans-Chapter 9-Section 4<\/a><\/p>\n

The Americans-Chapter 9-Section 5<\/a><\/p>\n

 <\/p>\n

Government<\/strong><\/p>\n

Wednesday-9\/16\/15:<\/strong>
\no Bell Work-1. What are the three basic powers of government? (List and describe them) 2. What are the four factors needed in order to create a political state? 3. What is the main idea behind the force theory?
\no Attendance- While Class is Doing Bell Work
\no Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)
\no Last 10 min of clip
\no Notes-Chapter 1-Section 1-Origin of the State (pg. 7-9) Presentation
\no Thinking Maps-Origins of the State: Bubble Map
\no Daily Objective-<\/strong>
\no Content Objective:
\n\uf0a7 SWD synthesis of the factors that led to the drafting and ratification of America\u2019s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties by using guided video notes and class discussions
\n\uf0a7 SWD synthesis of the four main theories considered when forming a political state by compiling information in student led notes
\no Language Objective:
\n\uf0a7 Students will listen and record factors that led to the drafting and ratification of America\u2019s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties through responding to a video designed to cause further inquiry and classroom discussion
\n\uf0a7 Students will read and record information on the four main theories considered when forming a political state through creating student centered guided notes<\/p>\n

 <\/p>\n

Supplemental Materials: Notes-<\/strong>Chapter 1-Section 1-Origin of the State (pg. 7-9) Presentation and Thinking Maps-Origins of the State: Bubble Map<\/p>\n

Notes-Chapter 1-Section 1-Origin of the State (pg. 7-9) Presentation <\/strong><\/p>\n

Origins of the State-2015<\/a><\/p>\n

Thinking Maps-Origins of the State: Bubble Map<\/strong><\/p>\n

Creating a State-Bubble Map<\/a><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

U.S. History Wednesday-9\/16\/15: o Bell Work-1. What kind of work was available to American women prior to the civil war? 2. How did women\u2019s pay compare with men in factories? 3. What was the intended outcome of the suffrage movement? o Attendance- While Class is Doing Bell Work o Video-A Child on Strike (9:44 min)…»<\/a><\/p>\n","protected":false},"author":525,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1235","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/1235","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/users\/525"}],"replies":[{"embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/comments?post=1235"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/1235\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=1235"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=1235"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=1235"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}