{"id":2760,"date":"2016-10-13T09:39:56","date_gmt":"2016-10-13T13:39:56","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=2760"},"modified":"2016-10-13T13:21:49","modified_gmt":"2016-10-13T17:21:49","slug":"thursday-october-13th-2016","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/10\/13\/thursday-october-13th-2016\/","title":{"rendered":"Thursday October 13th, 2016"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Thursday-10\/13\/16:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Identify the major themes of the political cartoon? 2.) Describe how the political cartoon represents the difference between the terrible conditions that existed before American intervention and the position the countries are in after? 3.) Based on the political cartoon and what you have learned in class what do think was America\u2019s primary agenda in fighting for the freedoms of these \u201coppressed\u201d people?<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>Animaniacs-The Panam\u00e1 Cana (1:47 min)<\/li>\n<li><strong>Presentation-<\/strong>Chapter 10-Section 4-America as a World Power<\/li>\n<li><strong>Student Notes-<\/strong>Chapter 10-Section 4-America as a World Power<\/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 how Theodore Roosevelt\u2019s position on foreign policy and Woodrow Wilson\u2019s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere by interacting in a short presentation and 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 how Theodore Roosevelt\u2019s position on foreign policy and Woodrow Wilson\u2019s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere through listening to a short lecture and creating student centered guided notes<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials:<\/strong> Presentation-Chapter 10-Section 4-America as a World Power and Student Notes-Chapter 10-Section 4-America as a World Power<\/p>\n<p><strong>Presentation-Chapter 10-Section 4-America as a World Power\u00a0<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Chapter-10-America-Claims-and-Empire-Power-Point.ppt\">chapter-10-america-claims-and-empire-power-point<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong> Student Notes-Chapter 10-Section 4-America as a World Power<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Notes-Outline-Chapter-10-Section-4.pdf\">notes-outline-chapter-10-section-4<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video-Animaniacs-The Panam\u00e1 Cana (1:47 min)<\/strong><\/p>\n<p>https:\/\/www.youtube.com\/watch?v=EGMBUzFyVl4<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Thursday-10\/13\/16:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Identify the main reason why President Washington seem to oppose political parties? 2.) Are you a person who agrees with President Washington\u2019s warning to the American people? 3.) Considering the criticism of the current two party system that exists in the United States why do think President Washington\u2019s statement that \u201cIt (political parties) agitates the community with ill-founded jealousies and false alarms\u201d resonates with so many American\u2019s today?<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Presentation-<\/strong>Chapter 3-Section 3-Change by Other Means (Informal Amendments)<\/li>\n<li><strong>Activity-<\/strong>Change by Other Means (Methods of Change)<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li>SWD synthesis of the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States by interacting in a short presentation and creating a set of student centered guided notes<\/li>\n<\/ul>\n<ul>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Student will read and record information pertaining to the process in which laws are in traduced and changes can be made to legislative policy without having to formally amend the Constitution of the United States through listening to a short lecture and creating student centered guided notes<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Supplemental Materials:<\/strong> Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments) and Activity-Change by Other Means (Methods of Change)<\/p>\n<p><strong>Presentation-Chapter 3-Section 3-Change by Other Means (Informal Amendments) <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Informal-Amendments-2015.pptx\">informal-amendments-2015<\/a><\/p>\n<p><strong>Activity-Change by Other Means (Methods of Change)<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2016\/10\/Change-By-Informal-Means-Chapter-3-Section-3-Activity.docx\">change-by-informal-means-chapter-3-section-3-activity<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Thursday-10\/13\/16: Bell Work-1.) Identify the major themes of the political cartoon? 2.) Describe how the political cartoon represents the difference between the terrible conditions that existed before American intervention and the position the countries are in after? 3.) Based on the political cartoon and what you have learned in class what do think&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2016\/10\/13\/thursday-october-13th-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-2760","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2760","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=2760"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/2760\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=2760"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=2760"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=2760"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}