{"id":3490,"date":"2017-05-04T08:51:49","date_gmt":"2017-05-04T12:51:49","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=3490"},"modified":"2017-05-04T08:51:49","modified_gmt":"2017-05-04T12:51:49","slug":"thursday-may-4th-2017","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/05\/04\/thursday-may-4th-2017\/","title":{"rendered":"Thursday May 4th, 2017"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Thursday-5\/04\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Who were most sitcoms aimed at during the 1950\u2019s and 1960\u2019s? 2.) What is the main idea contained within the primary source? 3.) What do you think about the changes in the attitude towards marriage in the 1950\u2019s and 1960\u2019s compared to those that started prior to the late 1940\u2019s? What can we attribute to the major change experienced by American couples during this time period?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Vocabulary Match-up Activity-<\/strong>Chapter 19-The Post War Boom<\/li>\n<li><strong>Video-<\/strong>I love Lucy: Be a pal (22:03 min)<\/li>\n<li><strong>Primary Source and Activity-<\/strong>The Good Housewife-1950&#8217;s Economics Text Book<\/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 19 by manipulating of vocabulary terms in a collaborative activity<\/li>\n<li>SWD synthesis of modern marital expectations in comparison to how women were taught to care for their husbands during the 1950\u2019s by creating a list of modern expectations for a husband or wife based on the students values<\/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 18 through the use of a vocabulary match-up activity<\/li>\n<li>Students will read and respond to a primary source depicting how women were taught to care for their husbands during the 1950\u2019s and responding by creating a modern marital expectations guide for inclusion into a 2016 Home Economics textbook<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Vocabulary Match-up Activity-Chapter 19-The Post War Boom and Primary Source and Activity-The Good Housewife-1950&#8217;s Economics Text Book<\/p>\n<p><strong>Vocabulary Match-up Activity-Chapter 19-The Post War Boom <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/05\/Chapter-19-Vocab-Match-up-Terms-1.doc\">Chapter 19-Vocab Match up Terms<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/05\/Chapter-19-Vocabulary-Match-up-1.docx\">Chapter 19-Vocabulary Match-up<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Primary Source and Activity-The Good Housewife-1950&#8217;s Economics Text Book<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/05\/The-Good-Housewife-1950s-Economics-Text-Book.doc\">The Good Housewife-1950&#8217;s Economics Text Book<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/05\/The-Good-Housewife-Student-Assignment.doc\">The Good Housewife-Student Assignment<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video-I love Lucy: Be a pal (22:03 min)<\/strong><\/p>\n<p>https:\/\/www.youtube.com\/watch?v=Q5e1J4QysQ0<\/p>\n<p>&nbsp;<\/p>\n<p>________________________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Thursday-5\/04\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) How would you explain in your own words is the biggest advantage to the political involvement of interest groups? 2.) What is the major problem with the fact that interest groups seem to have a \u201cone track mind\u201d when it comes to prominent issues? 3.) Based on the chart above do you feel that interest groups are a positive addition to the political process or one of the major problems that contribute to political corruption? <strong>* Thoroughly explain your reasoning <\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>What Is Lobbying and Can It Be Good? (3:00 min)<\/li>\n<li><strong>Presentation-<\/strong>Interest Groups (2016)<\/li>\n<li><strong>Vocabulary-<\/strong>Chapter 9-Interest Groups<\/li>\n<\/ul>\n<ul>\n<li>Frayer Model Activity<\/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 comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion<\/li>\n<li>SWD analysis of key terms associated with the unit covering the roles of interest groups in politics 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 listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and participating in classroom discussions following a short lecture by the teacher<\/li>\n<li>Students will read and record important vocabulary terms pertaining to our unit covering the roles of interest groups in politics 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>Presentation-Interest Groups (2016) and Vocabulary-Chapter 9-Interest Groups<\/p>\n<p><strong>Presentation-Interest Groups (2016) <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/05\/Interest-Groups-2016.ppt\">Interest Groups-2016<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary-Chapter 9-Interest Groups<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/05\/Frayer-Vocabulary-Model.pdf\">Frayer Vocabulary Model<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/05\/Chapter-9-Vocabulary-Terms.docx\">Chapter 9-Vocabulary Terms<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video-What Is Lobbying and Can It Be Good? (3:00 min)<\/strong><\/p>\n<p>https:\/\/www.youtube.com\/watch?v=aTbtKRdYbYo<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Thursday-5\/04\/17: Bell Work-1.) Who were most sitcoms aimed at during the 1950\u2019s and 1960\u2019s? 2.) What is the main idea contained within the primary source? 3.) What do you think about the changes in the attitude towards marriage in the 1950\u2019s and 1960\u2019s compared to those that started prior to the late 1940\u2019s?&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/05\/04\/thursday-may-4th-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-3490","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/3490","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=3490"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/3490\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=3490"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=3490"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=3490"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}