{"id":2617,"date":"2016-09-21T08:01:44","date_gmt":"2016-09-21T12:01:44","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=2617"},"modified":"2016-09-21T14:13:41","modified_gmt":"2016-09-21T18:13:41","slug":"wednesday-september-21st-2016","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/09\/21\/wednesday-september-21st-2016\/","title":{"rendered":"Wednesday September 21st, 2016"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Wednesday-9\/21\/16: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>) Based on your prior knowledge can you identify the main subject of the political cartoon? 2.) What is the underlying theme of this political cartoon? 3.) Propose an argument to justify Roosevelt\u2019s action of \u201ckilling\u201d bad trusts while putting a leash that reads restraint on good trusts? What does this say about his priorities as president?<\/li>\n<\/ul>\n<ul>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Activity-<\/strong>Women\u2019s Suffrage DBQ (10 min)<\/li>\n<li><strong>Video<\/strong>-Women\u2019s Suffrage: Crash Course US History #31 (13:30 min)<\/li>\n<\/ul>\n<ul>\n<li><strong>Reflection Question<\/strong>: What challenges did women face during the early 1900\u2019s and how did the suffrage movement lead to new freedoms for women?<\/li>\n<\/ul>\n<ul>\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 struggle for full suffrage among women by interpreting the meaning of several primary source documents in a collaborative activity<\/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 struggle for full suffrage among women by identifying key pieces of information contained in a DBQ packet with the help of a partner<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials:<\/strong> Activity-Women\u2019s Suffrage DBQ (10 min) and Student Led Notes-Chapter 9-Section 2-Women in Public Life<\/p>\n<p><strong>Activity-Women\u2019s Suffrage DBQ (10 min) <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/09\/Womens-Suffrage-DBQ.docx\">womens-suffrage-dbq<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video-Women\u2019s Suffrage: Crash Course US History #31 (13:30 min)<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"Women&#039;s Suffrage: Crash Course US History #31\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/HGEMscZE5dY?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p>________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Wednesday-9\/21\/16: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>) Based off the information contained in the text which of the four theories of a states origin is King James describing? 2.) What is the underlying theme (reason) behind why King James feels that government should be organized according to the texts description? 3.) How would you feel if you were an English citizen living under this system of government? Would you willing follow the king or would you help sow the seeds of revolution?<\/li>\n<\/ul>\n<ul>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Thinking Map-<\/strong>Classifications of Government-Bubble Map<\/li>\n<li><strong>Video-<\/strong> Democracy-A Short Introduction (3:19 min)<\/li>\n<li><strong>Student Led Notes-<\/strong>Chapter 1-Section 3-Basic Concepts of Democracy<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD synthesis of the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through creating a set of student centered guided notes<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Student will read and record information pertaining to the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through creating student centered guided notes<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials:<\/strong> Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy and Thinking Map-Classifications of Government-Bubble Map<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/09\/Chapter-1-Section-3-Guided-Notes.docx\">chapter-1-section-3-guided-notes<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Thinking Map-Classifications of Government-Bubble Map<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/09\/Classifications-of-Government-Bubble-Map-Gov.pdf\">classifications-of-government-bubble-map-gov<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Link-Democracy-A Short Introduction (3:19 min)<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"Democracy - A short introduction\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/u6jgWxkbR7A?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Wednesday-9\/21\/16: Bell Work-) Based on your prior knowledge can you identify the main subject of the political cartoon? 2.) What is the underlying theme of this political cartoon? 3.) Propose an argument to justify Roosevelt\u2019s action of \u201ckilling\u201d bad trusts while putting a leash that reads restraint on good trusts? What does this&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/09\/21\/wednesday-september-21st-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-2617","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2617","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=2617"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2617\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=2617"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=2617"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=2617"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}