{"id":1859,"date":"2016-01-20T12:46:45","date_gmt":"2016-01-20T17:46:45","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=1859"},"modified":"2016-01-20T13:05:37","modified_gmt":"2016-01-20T18:05:37","slug":"wednesday-january-20th-2016","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/01\/20\/wednesday-january-20th-2016\/","title":{"rendered":"Wednesday January 20th, 2016"},"content":{"rendered":"

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

Wednesday-1\/20\/15:<\/strong>
\no Bell Work-1.) In the cartoon, how does the character that represents Child Labor feel about the National Recovery Act\u2019s death warrant? 2.) According to the cartoon, who will benefit from the NRA death warrant? 3.) Why might the end of NRA worry many American\u2019s who have yet to experience a full recovery from the devastating effects of the Great Depression?
\no Attendance- While Class is Doing Bell Work
\no Activity-New Deal Foldable
\no Outline Notes-Chapter 15-Section 5-The Impact of the New Deal
\no Study Guide-Chapter 15-The New Deal
\no Daily Objective-
\no Content Objective:
\n\uf0a7 SWD synthesis of the purpose of FDR\u2019s New Deal Programs and their impact on the American economy during the tail end of the Great Depression by constructing New Deal Program foldable notes
\n\uf0a7 SWD analysis of the impact FDR\u2019s New Deal programs on the social and economic conditions of the United States as the 1930\u2019s came to a close by outlining information in structured guided notes
\n\uf0a7 SWD evaluation of the materials covered in Chapter 15 Sections 1-5 through summarizing key information in a structured study guide
\no Language Objective:
\n\uf0a7 Students will read and record information pertaining to the purpose of FDR\u2019s New Deal Programs and their impact on the American economy during the tail end of the Great Depression by creating a set of foldable notes containing several of FDR\u2019s New Deal programs and their intended outcome
\n\uf0a7 Students will read, orally discuss and record the impact FDR\u2019s New Deal programs on the social and economic conditions of the United States as the 1930\u2019s came to a close by completing structured guided section outline notes
\n\uf0a7 Students will read, and write the key terms and important concepts covered in Chapter 15 Sections 1-5 by completing a structured inquiry based study guide<\/p>\n

 <\/p>\n

Supplemental Materials:<\/strong> Study Guide-Chapter 15-The New Deal and Chapter 15-The New Deal-Vocabulary Match up<\/p>\n

Chapter-15-Learning-Target-Study-Guide-1<\/a><\/p>\n

 <\/p>\n

Chapter 15-The New Deal-Vocabulary Match up<\/strong><\/p>\n

Chapter 15-Vocab Match up Terms<\/a><\/p>\n

Chapter 15-Vocabulary Match-up<\/a><\/p>\n

 <\/p>\n

______________________________________________________________________________________________________________________________________<\/p>\n

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

Wednesday-1\/20\/15:<\/strong>
\no Bell Work- 1.) According to the \u201cHow Representative is Congress\u201d chart on pg. 286 in 1916 who was the first woman to serve in Congress? 2.) What approach do delegates take in terms of their responsibility to the people? 3.) Where does the allegiance of partisans belong to?
\no Attendance- While Class is Doing Bell Work
\no Activity-Current Events 1\/19
\no Study Guide-Chapter 9-Interest Groups, 10-Congress and 11-Powers of Congress
\no Daily Objective-
\no Content Objective:
\n\uf0a7 SWD analysis of the process in which public opinion is measured through examining an article and responding to structured inquiry questions.
\n\uf0a7 SWD evaluation of the materials covered in Chapter 9, 10 and 11 through summarizing key information in a structured study guide
\no Language Objective:
\n\uf0a7 Students will read and record observations on the process in which public opinion is measured by completing structured response questions to an article.
\n\uf0a7 Students will read, and write the key terms and important concepts covered in Chapter 9, 10 and 11 by completing a structured inquiry based study guide<\/p>\n

 <\/p>\n

Supplemental Material:<\/strong> Current Events-Template, Chapter 9-Interest Groups, 10-Congress and 11-Powers of Congress Vocabulary and Study Guide-Chapter 9-Interest Groups, 10-Congress and 11-Powers of Congress<\/p>\n

 <\/p>\n

Current Events-Template <\/strong><\/p>\n

Current Events-Cornell Template<\/a><\/p>\n

 <\/p>\n

Chapter 9-Interest Groups, 10-Congress and 11-Powers of Congress Vocabulary<\/strong><\/p>\n

Chapter 9-10 and 11-Definitions<\/a><\/p>\n

 <\/p>\n

Study Guide-Chapter 9-Interest Groups, 10-Congress and 11-Powers of Congress<\/strong><\/p>\n

Chapter 9 10 and 11-Learning Target-Study Guide<\/a><\/p>\n

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

U.S. History Wednesday-1\/20\/15: o Bell Work-1.) In the cartoon, how does the character that represents Child Labor feel about the National Recovery Act\u2019s death warrant? 2.) According to the cartoon, who will benefit from the NRA death warrant? 3.) Why might the end of NRA worry many American\u2019s who have yet to experience a full…»<\/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-1859","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/1859","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=1859"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/1859\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=1859"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=1859"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=1859"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}