{"id":3750,"date":"2017-09-06T13:05:36","date_gmt":"2017-09-06T17:05:36","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=3750"},"modified":"2017-09-06T13:05:48","modified_gmt":"2017-09-06T17:05:48","slug":"wednesday-september-6th-2017","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/09\/06\/wednesday-september-6th-2017\/","title":{"rendered":"Wednesday September 6th, 2017"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Wednesday-9\/06\/16: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1. Based on your prior knowledge and the cartoon what can you infer the term \u201csuffrage\u201d means? 2. Based on the political cartoon what can we identify as the main ideological barrier many suffragists were fighting against? 3. In one to two well-constructed sentences how could one justify the artists\u2019 choice to use the imagery of a steam roller as an analogy for progress?<\/li>\n<\/ul>\n<ul>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Syllabus-<\/strong>Classroom Rules and Procedures<\/li>\n<li><strong>Thinking Map-<\/strong>Goals of the Progressive Movements-Tree Map<\/li>\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 main goals associated with the Progressive Era by sorting key information in a tree map<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read, orally discuss and record the main goals associated with the Progressive Era through creating a tree map<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Syllabus-Classroom Rules and Procedures and Thinking Map-Goals of the Progressive Movements-Tree Map<\/p>\n<p><strong>Syllabus-Classroom Rules and Procedures <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/US-History-Semester-One-Syllabus-2017.docx\">US History-Semester One-Syllabus-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Thinking Map-Goals of the Progressive Movements-Tree Map<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Progressive-Era-Tree-Map-US.pdf\">Progressive Era-Tree Map-US<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Wednesday-9\/06\/16: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What is the main idea of the primary source? 2.) What are two examples that you can locate within the text that highlights Mussolini\u2019s belief that Fascism is a superior form of government compared to a democracy? 3.) Do you agree with the arguments made by Mussolini regarding the benefits of Fascism or do you feel that despite the recent frustration many American\u2019s have experienced that a Democracy still provides the best opportunity to protect the freedoms granted in our Constitution? *Please thoroughly explain your position<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Syllabus-<\/strong>Classroom Rules and Procedures<\/li>\n<li><strong>Vocabulary Frayer Model Activity-<\/strong>Chapter 1-Principles of Government<\/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 the basic principles of government 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 the basic principles of government 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> Syllabus-Classroom Rules and Procedures and Vocabulary Frayer Model Activity-Chapter 1-Principles of Government<\/p>\n<p><strong> Syllabus-Classroom Rules and Procedures <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/US-Government-Syllabus-2017.docx\">US Government-Syllabus-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary Frayer Model Activity-Chapter 1-Principles of Government<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Frayer-Vocabulary-Model.pdf\">Frayer Vocabulary Model<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-1-Vocabulary-Match-up.docx\">Chapter 1-Vocabulary Match-up<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Wednesday-9\/06\/16: Bell Work-1. Based on your prior knowledge and the cartoon what can you infer the term \u201csuffrage\u201d means? 2. Based on the political cartoon what can we identify as the main ideological barrier many suffragists were fighting against? 3. In one to two well-constructed sentences how could one justify the artists\u2019 choice&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/09\/06\/wednesday-september-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-3750","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/3750","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=3750"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/3750\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=3750"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=3750"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=3750"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}