{"id":2741,"date":"2016-10-10T09:42:31","date_gmt":"2016-10-10T13:42:31","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=2741"},"modified":"2016-10-10T09:42:31","modified_gmt":"2016-10-10T13:42:31","slug":"monday-october-10th-2016","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/10\/10\/monday-october-10th-2016\/","title":{"rendered":"Monday October 10th, 2016"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Monday-10\/10\/16:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>) Identify the main theme of the political cartoon? 2.) Why do you think the artist chose to illustrate Uncle Sam\u2019s growth from a child to an adult with an accompanying timeline? 3.) Explain why the final image of Uncle Sam is drawn as a portly man holding a ship? How does this image of Uncle Sam correlate to the final image of the hands of friendship being extended to the U.S. by European nations?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Vocabulary Match up-<\/strong>Chapter 10-America Claims and Empire<\/li>\n<li><strong>Thinking Maps-<\/strong>Comparing U.S. Imperialism in Cuba and Puerto Rico<strong>&#8211;<\/strong>Double Bubble Map<\/li>\n<li><strong>Notes-<\/strong>Chapter 10-Section 3-Aquiring New Lands-Outline Notes<\/li>\n<li><strong>Daily Objective-<\/strong>\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 manipulating of vocabulary terms in a collaborative activity<\/li>\n<li>SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States\u2019 main purpose behind our Open Door policy in China by compiling information in student led notes<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 10 through the use of a vocabulary match-up activity<\/li>\n<li>Students will read and record information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States\u2019 main purpose behind our Open Door policy in China by creating student centered guided notes<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Vocabulary Match up-Chapter 10-America Claims and Empire, Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map and Notes-Chapter 10-Section 3-Aquiring New Lands-Outline Notes<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary Match up-Chapter 10-America Claims and Empire<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Chapter-10-Vocabulary-Match-up-1.docx\">chapter-10-vocabulary-match-up<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Chapter-10-Vocab-Match-up-Terms-1.doc\">chapter-10-vocab-match-up-terms<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Imperialism-in-Cuba-and-Puerto-Rico-Double-Bubble-Map-US.pdf\">imperialism-in-cuba-and-puerto-rico-double-bubble-map-us<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Notes-Chapter 10-Section 3-Aquiring New Lands-Outline Notes<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Notes-Outline-Chapter-10-Section-3.pdf\">notes-outline-chapter-10-section-3<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Textbook PDF: Chapter 10-Section 3-Aquiring New Lands-Outline Notes<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/The-Americans-Chapter-10-Section-3.pdf\">the-americans-chapter-10-section-3<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Monday-10\/10\/16:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Identify the main theme of the primary source? 2.) Describe Congressman Allen\u2019s approach to defending the Sedition Act of 1798? 3.) How would you feel about this statement if you were Thomas Jefferson or James Madison? Explain whether or not you would be in support of Allen\u2019s statement or against it?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Vocabulary Frayer Model Activity-<\/strong> Chapter 3-The Constitution<\/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 3 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 3 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>Vocabulary Frayer Model Activity- Chapter 3-The Constitution<\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Chapter-3-Vocabulary.docx\">chapter-3-vocabulary<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Monday-10\/10\/16: Bell Work-) Identify the main theme of the political cartoon? 2.) Why do you think the artist chose to illustrate Uncle Sam\u2019s growth from a child to an adult with an accompanying timeline? 3.) Explain why the final image of Uncle Sam is drawn as a portly man holding a ship? How&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/10\/10\/monday-october-10th-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-2741","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2741","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=2741"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2741\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=2741"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=2741"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=2741"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}