{"id":2695,"date":"2016-10-03T12:58:36","date_gmt":"2016-10-03T16:58:36","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=2695"},"modified":"2016-10-03T13:56:28","modified_gmt":"2016-10-03T17:56:28","slug":"monday-october-3rd-2016","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/10\/03\/monday-october-3rd-2016\/","title":{"rendered":"Monday October 3rd, 2016"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Monday-10\/03\/16:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Identify the statement that supports Senator Beveridge\u2019s belief that America is the greatest nation in the world. 2.) According to the text why are Puerto Rico, the Philippines and Cuba so lucky that American\u2019s stepped in to help with their affairs? 3.) Do you think Senator Beveridge is contradicting himself in his call for freeing Cuba from a restrictive government by saying \u201cThink of the hundreds of thousands of Americans who will build a soap-and-water, common-school civilization of energy and industry in Cuba, when a government of law replaces the double reign of anarchy and tyranny\u201d?<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Vocabulary Frayer Model Activity-<\/strong> Chapter 10-America Claims an Empire<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD analysis of key terms associated with the unit covering Chapter 10 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 read and record important vocabulary terms pertaining to our unit covering Chapter 10 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> Frayer Model Set Up and Vocabulary- Chapter 10-America Claims an Empire<\/p>\n<p><strong>Frayer Model Set Up <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Frayer-Vocabulary-Model.pdf\">frayer-vocabulary-model<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary- Chapter 10-America Claims an Empire<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Chapter-10-Vocab-Match-up-Terms.doc\">chapter-10-vocab-match-up-terms<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Chapter-10-Vocabulary-Match-up.docx\">chapter-10-vocabulary-match-up<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Monday-10\/03\/16:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What can we infer was Patrick Henry\u2019s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry\u2019s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760\u2019s? 3.) What was the significance of Henry\u2019s statement \u201c\u2026if this be treason, make the most of it\u201d in relation to the impending conflict with the British?<strong>\u00a0 <\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Activity-<\/strong>Writing a Student Declaration of Independence (Day 2)<\/li>\n<li><strong>Study Guide-<\/strong>Chapter 1-Principles of Government and Chapter 2-Origins of American Government <strong>\u00a0<\/strong><\/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 historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity<\/li>\n<li>SWD evaluation of the materials covered in Chapter 1 and 2 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 designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner<\/li>\n<li>Students will read, and write the key terms and important concepts covered in Chapter 1 and 2 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-Writing a Student Declaration of Independence (Day 2) and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government<strong> \u00a0<\/strong><\/p>\n<p><strong>Activity-Writing a Student Declaration of Independence (Day 2) <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/09\/Creating-a-Student-Declaration-Activity-2016.doc\">creating-a-student-declaration-activity-2016<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/09\/Declaration-of-Independence.doc\">declaration-of-independence<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Chapter-1-and-2-Learning-Target-Study-Guide-2016-1.doc\">chapter-1-and-2-learning-target-study-guide-2016<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Power Points: Chapter 1 and 2<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Characteristics-of-a-State.ppt\">characteristics-of-a-state<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Origins-of-the-State-2015.pptx\">origins-of-the-state-2015<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/The-Purpose-of-Government-2015.pptx\">the-purpose-of-government-2015<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Forms-of-Government.pptx\">forms-of-government<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Chapter-2-Section1-Our-Political-Beginnings-2016.pptx\">chapter-2-section1-our-political-beginnings-2016<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/The-Constitution-2016.ppt\">the-constitution-2016<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Declaration-to-Articles.ppt\">declaration-to-articles<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/FOUNDING-FATHERS.ppt\">founding-fathers<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Chaper-2-Sections-5-PPT.ppt\">chaper-2-sections-5-ppt<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Monday-10\/03\/16: Bell Work-1.) Identify the statement that supports Senator Beveridge\u2019s belief that America is the greatest nation in the world. 2.) According to the text why are Puerto Rico, the Philippines and Cuba so lucky that American\u2019s stepped in to help with their affairs? 3.) Do you think Senator Beveridge is contradicting himself&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/10\/03\/monday-october-3rd-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-2695","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2695","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=2695"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2695\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=2695"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=2695"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=2695"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}