{"id":2390,"date":"2016-05-23T09:19:44","date_gmt":"2016-05-23T13:19:44","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=2390"},"modified":"2016-05-23T10:16:30","modified_gmt":"2016-05-23T14:16:30","slug":"monday-may-23rd-2016","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/05\/23\/monday-may-23rd-2016\/","title":{"rendered":"Monday May 23rd, 2016"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Monday-5\/23\/16:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What is the difference between de facto and de jure segregation? 2.) How many protestors did MLK lead towards city hall on July 10th, 1966? 3.) Who served as the head of the Nation of Islam during the 1960\u2019s?<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Activity-<\/strong> Civil Rights-Kennedy and Johnson-DBQ<\/li>\n<li><strong>Study Guide-<\/strong>Chapter 21-Civil Rights<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960\u2019s by evaluating primary source documents then responding to structured questions in a BDQ packet<\/li>\n<li>SWD evaluation of the materials covered in Chapter 21 Sections 1-3 through summarizing key information in a structured study guide<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960\u2019s by breaking down a primary source DBQ packet and responding to structured reflection questions<\/li>\n<li>Students will read, and write the key terms and important concepts covered in Chapter 21 Sections 1-3 by completing a structured inquiry based study guide<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Activity- Civil Rights-Kennedy and Johnson-DBQ and Study Guide-Chapter 21-Civil Rights<\/p>\n<p><strong>Activity- Civil Rights-Kennedy and Johnson-DBQ <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Civil-Rights-Kennedy-and-Johnson-DBQ.doc\" rel=\"\">Civil Rights-Kennedy and Johnson-DBQ<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Study Guide-Chapter 21-Civil Rights<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Chapter-21-Learning-Target-Study-Guide.doc\" rel=\"\">Chapter 21-Learning Target-Study Guide<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Test Materials, Text Book PDF&#8217;s and Power Points<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Chapter-21-Civil-Rights-Test-Materials.pptx\" rel=\"\">Chapter 21-Civil Rights-Test Materials<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Chapter-21-Textbook-PDFs-1.pdf\" rel=\"\">Chapter 21-Textbook-PDFs<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Chapter-21-Civil-Rights-1.ppt\" rel=\"\">Chapter 21-Civil Rights<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>______________________________________________________________________________________________________________________________________<\/p>\n<p><strong>Government <\/strong><\/p>\n<p><strong>Monday-5\/23\/16:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Who would be considered a \u201cswing voter\u201d? 2.) What is a battleground state? 3.) When examining the chart titled \u201cElectoral Votes by State\u201d which three states have the largest amount of electoral votes in the South?<strong> \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Presentation-<\/strong>Chapter 13-Section 5-The Presidential Election<\/li>\n<li><strong>Vocabulary Frayer Activity-<\/strong>Chapter 14-The Presidency in Action<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD comprehension of the process of presidential elections and how electoral votes are distributed by listening to the teacher complete a short presentation then participating in a classroom discussion<\/li>\n<li>SWD analysis of key terms associated with the unit covering Chapter 14 by defining and personalizing vocabulary terms in a vocabulary based activity<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will listen and orally discuss the process of presidential elections and how electoral votes are distributed by participating in classroom discussions following a short lecture by the teacher<\/li>\n<li>Students will read and record important vocabulary terms pertaining to our unit covering Chapter 14 through the use of a frayer model vocabulary activity<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials:<\/strong> Presentation-Chapter 13-Section 5-The Presidential Election and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action<\/p>\n<p><strong>Presentation-Chapter 13-Section 5-The Presidential Election <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Chapter-13-Section-4-and-5-Presentation-1.pptx\" rel=\"\">Chapter 13-Section 4 and 5 Presentation<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary Frayer Activity-Chapter 14-The Presidency in Action<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/05\/Chapter-14-Vocabulary-1.docx\" rel=\"\">Chapter 14-Vocabulary<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Monday-5\/23\/16: Bell Work-1.) What is the difference between de facto and de jure segregation? 2.) How many protestors did MLK lead towards city hall on July 10th, 1966? 3.) Who served as the head of the Nation of Islam during the 1960\u2019s? Attendance- While Class is Doing Bell Work Activity- Civil Rights-Kennedy and&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/05\/23\/monday-may-23rd-2016\/\">&raquo;<\/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-2390","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2390","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=2390"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2390\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=2390"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=2390"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=2390"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}