{"id":3865,"date":"2017-09-25T09:28:33","date_gmt":"2017-09-25T13:28:33","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=3865"},"modified":"2017-09-25T10:37:43","modified_gmt":"2017-09-25T14:37:43","slug":"monday-september-25th-2017","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/09\/25\/monday-september-25th-2017\/","title":{"rendered":"Monday September 25th, 2017"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Monday-9\/25\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>) Based on the map interpret why a correlation exists between location and negative attitudes toward women&#8217;s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law? 3.) Imagine you\u2019re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Vocabulary Match Up-<\/strong>Chapter 9-The Progressive Era<\/li>\n<li><strong>Student Led Notes-<\/strong>Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon\u2019s New Freedoms<\/li>\n<li><strong>Study Guide-<\/strong>Chapter 9-The Progressive Era<\/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 9 by manipulating of vocabulary terms in a collaborative activity<\/li>\n<li>SWD synthesis of the divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by compiling information in student led notes<\/li>\n<li>SWD evaluation of the materials covered in our unit on the Progressive Era through summarizing key information in a structured study guide<\/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 9 through the use of a vocabulary match-up activity<\/li>\n<li>Students will read and record information pertaining to the divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by creating student centered guided notes<\/li>\n<li>Students will read, and write the key terms and important concepts covered in our unit on the Progressive Era by completing a structured inquiry based study guide<\/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 9-The Progressive Era, Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon\u2019s New Freedoms and Study Guide-Chapter 9-The Progressive Era<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary Match Up-Chapter 9-The Progressive Era<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Vocab-Match-up-Terms-Chapter-9-3.doc\">Vocab Match up Terms-Chapter 9<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Vocabulary-Match-up-Chapter-9-3.docx\">Vocabulary Match-up-Chapter 9<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon\u2019s New Freedoms <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-9-Section-4-and-5-Guided-Notes-High.docx\">Chapter 9-Section 4 and 5-Guided Notes-High<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/The-Americans-Chapter-9-Section-4.pdf\">The Americans-Chapter 9-Section 4<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/The-Americans-Chapter-9-Section-5.pdf\">The Americans-Chapter 9-Section 5<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Study Guide-Chapter 9-The Progressive Era<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-9-Learning-Target-Study-Guide.doc\">Chapter 9-Learning Target-Study Guide<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-9-Textbook-PDFs-2.pdf\">Chapter 9-Textbook-PDFs<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/The-Progressive-Era-PPT-Long.pptx\">The Progressive Era-PPT-Long<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/The-Progressive-Era-Condensed-2017-1.pptx\">The Progressive Era-Condensed-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>________________________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Monday-9\/25\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>) Based on your background knowledge to what important United States document was The Bill of Rights was added to? 2.) Why do you think people felt a greater sense of protection under the Constitution following the introduction of The Bill of Rights upon it\u2019s ratification in 1791? 3.) Hypothetically if The Bill of Rights were to contain only nine amendments which of the original ten amendments would you recommend be eliminated?<strong> *Please thoroughly explain along with naming why you feel the particular amendment should be eliminated <\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Presentation<\/strong>-Chapter 2-Section 5-Ratifying the Constitution<\/li>\n<li><strong>Notes-<\/strong>Chapter 2-Section 5-Ratifying the Constitution<\/li>\n<li><strong>Study Guide Review Time-<\/strong>Chapter 1-Principles of Government and Chapter 2-Origins of American Government<\/li>\n<li><strong>Daily Objective-<\/strong>\n<ul>\n<li><strong>Content Objective: <\/strong>\n<ul>\n<li>SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through interacting in a short presentation and creating a set of student centered guided notes<\/li>\n<li>SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective:<\/strong>\n<ul>\n<li>Student will read and record information pertaining to the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through listening to a short lecture and creating student centered guided notes<\/li>\n<li>Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry based study guide<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials:\u00a0<\/strong>Presentation-Chapter 2-Section 5-Ratifying the Constitution, Notes-Chapter 2-Section 5-Ratifying the Constitution and Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government<\/p>\n<p><strong>Notes Check List-Chapter 1 and 2<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-1-and-2-Notes-Check-List.docx\">Chapter 1 and 2-Notes Check List<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Presentation-Chapter 2-Section 5-Ratifying the Constitution<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-2-Origins-of-Government-Condensed-2017-4.pptx\">Chapter 2-Origins of Government-Condensed-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Notes-Chapter 2-Section 5-Ratifying the Constitution <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-2-Sections-5-Guided-Notes-High.doc\">Chapter 2-Sections 5-Guided Notes-High<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-1-and-2-Learning-Target-Study-Guide-2016.doc\">Chapter 1 and 2-Learning Target-Study Guide-2016<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-2-Origins-of-Government-Condensed-2017-5.pptx\">Chapter 2-Origins of Government-Condensed-2017<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/The-4-Theories-of-Government.ppt\">The 4 Theories of Government<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Declaration-of-Independence-1.doc\">Declaration of Independence<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-1-Vocab-Match-up-Terms.doc\">Chapter 1-Vocab Match up Terms<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/09\/Chapter-2-Vocab-Match-up-Terms-1.doc\">Chapter 2-Vocab Match up Terms<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Monday-9\/25\/17: Bell Work-) Based on the map interpret why a correlation exists between location and negative attitudes toward women&#8217;s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law? 3.) Imagine you\u2019re part of the majority of&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/09\/25\/monday-september-25th-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-3865","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/3865","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=3865"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/3865\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=3865"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=3865"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=3865"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}