{"id":3231,"date":"2017-02-06T14:36:17","date_gmt":"2017-02-06T19:36:17","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=3231"},"modified":"2017-02-06T14:36:17","modified_gmt":"2017-02-06T19:36:17","slug":"monday-february-6th-2017","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/02\/06\/monday-february-6th-2017\/","title":{"rendered":"Monday February 6th, 2017"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Monday-2\/06\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) How would you explain in your own words what is going on in the political cartoon? 2.) Based on your background knowledge please identify the New Deal programs that the children are intended to represent? 3.) Reflect on the lyrics of the nursery rhyme Ring around the Rosy then re-examine the political cartoon. \u201cRing around the rosy, A pocketful of posies, Ashes, Ashes, We all fall down.\u201d What can we infer the symbolism would be (based on the context of the nursery rhyme) if the children were to fall down while dancing around FDR?<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Quiz-<\/strong>New Deal Programs (10 New Deal Programs)<\/li>\n<li><strong>Presentation-<\/strong>Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s<\/li>\n<li><strong>Outline Notes-<\/strong>Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s<\/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 the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930\u2019s on everyday Americans 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>Students will read, record and orally compare information pertaining to the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930\u2019s on everyday Americans 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 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s and Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s<\/p>\n<p><strong>Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/02\/Chapter-15-The-New-Deal-2016-2.pptx\">Chapter 15-The New Deal-2016<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/02\/Notes-Outline-Chapter-15-Section-3.pdf\">Notes-Outline-Chapter 15-Section 3<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/02\/Notes-Outline-Chapter-15-Section-4.pdf\">Notes-Outline-Chapter 15-Section 4<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>________________________________________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Monday-2\/06\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What is the key difference between Thomas Jefferson and Alexander Hamilton\u2019s feelings of the roles of delegated powers in regards to the formation of a national bank? 2.) Discuss the pro\/cons of having a national bank?<strong> *Think what would be the best argument for or against the idea of having a national bank. <\/strong>3.) Based on the following excerpt what relationship exists between the federal government and the people if there is not a clear definition of who power is delegated to? \u201cI consider the foundation of the Constitution as laid on this ground: that all powers not delegated to the United States, by the Constitution, nor prohibited by it the states, or the people (XII amend). To take a simple step beyond the boundaries thus specially drawn around the powers of the Congress, is to take possession of a boundless field of power, no longer susceptible of any definition\u201d.<\/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>Presentation-<\/strong>Chapter 1-Section 3-Basic Concepts of Democracy<\/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 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 the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy 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 1-Section 3-Basic Concepts of Democracy and Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy<\/p>\n<p><strong>Presentation-Chapter 1-Section 3-Basic Concepts of Democracy <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/02\/Chapter-1-Principles-of-Government-Comprehensive-PPT-2017.ppt\">Chapter 1-Principles of Government-Comprehensive PPT-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Student Led Notes-Chapter 1-Section 2- Forms of Government and 3-Basic Concepts of Democracy<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/02\/Chapter-1-Section-2-Guided-Notes.docx\">Chapter 1-Section 2-Guided Notes<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/02\/Chapter-1-Section-3-Guided-Notes.docx\">Chapter 1-Section 3-Guided Notes<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Monday-2\/06\/17: Bell Work-1.) How would you explain in your own words what is going on in the political cartoon? 2.) Based on your background knowledge please identify the New Deal programs that the children are intended to represent? 3.) Reflect on the lyrics of the nursery rhyme Ring around the Rosy then re-examine&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/02\/06\/monday-february-6th-2017\/\">&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-3231","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/3231","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=3231"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/3231\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=3231"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=3231"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=3231"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}