{"id":4199,"date":"2017-11-29T09:19:10","date_gmt":"2017-11-29T14:19:10","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=4199"},"modified":"2017-11-30T10:16:05","modified_gmt":"2017-11-30T15:16:05","slug":"wednesday-november-29th-2017","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/11\/29\/wednesday-november-29th-2017\/","title":{"rendered":"Wednesday November 29th, 2017"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Thursday-11\/30\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>) Who is speaking in this primary source excerpt? 2.) Based on the primary source can you distinguish why the speaker feels that jazz is \u201can inherent expression of Negro life\u201d? 3.) Judge the value of the statement \u201cBut, to my mind, it is the duty of the younger Negro artist \u2026 to change thought he force of his art that old whispering \u2018I want to be white\u2019, hidden in the aspirations of his people, to \u2018Why should I want to be white? I am Negro-and beautiful\u201d. Why is a view like this a positive approach to the challenges of racial discrimination?<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Vocab Match-Up-<\/strong>Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920\u2019s (5 min)<\/li>\n<li><strong>Thinking Map-<\/strong>Pop Culture in the 1920\u2019s-Bubble Map<\/li>\n<li><strong>Presentation-<\/strong>Chapter 13-Section 3-Education and Popular Culture<\/li>\n<li><strong>Video Clip-<\/strong>Steamboat Willie (7:22 min)<\/li>\n<li><strong>Notes-<\/strong>Chapter 13-Section 3-Education and Popular Culture<\/li>\n<li><strong>Daily Objective-<\/strong>\n<ul>\n<li><strong>Content Objectives: <\/strong>\n<ul>\n<li>SWD analysis of key terms associated with the unit covering the Roaring Twenties by manipulating of vocabulary terms in a collaborative activity<\/li>\n<li>SWD synthesis the how the how new educational opportunities and the emergence of pop culture impacted Americans during the 1920&#8217;s by creating a set of guided notes<\/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 the Roaring Twenties through the use of a vocabulary match-up activity<\/li>\n<li>Student will read and record information pertaining to how new educational opportunities and the emergence of pop culture impacted Americans during the 1920&#8217;s through listening to a short lecture and a student led outline<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Thinking Map-Pop Culture in the 1920\u2019s-Bubble Map, Presentation-Chapter 13-Section 3-Education and Popular Culture and Notes-Chapter 13-Section 3-Education and Popular Culture<\/p>\n<p><strong>Thinking Map-Pop Culture in the 1920\u2019s-Bubble Map<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/11\/Pop-Culture-in-the-1920s-Bubble-Map-US-History.pdf\">Pop Culture in the 1920s-Bubble Map-US History<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Presentation-Chapter 13-Section 3-Education and Popular Culture <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/11\/Chapter-13-Section-3-Education-and-Popular-Culture.pptx\">Chapter 13-Section 3- Education and Popular Culture<\/a> <a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/11\/Chapter-13-Section-3-Education-and-Popular-Culture-1.pptx\">Chapter 13-Section 3- Education and Popular Culture<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Notes-Chapter 13-Section 3-Education and Popular Culture<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/11\/Notes-Outline-Chapter-13-Section-3.pdf\">Notes-Outline-Chapter 13-Section 3<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/11\/The-Americans-Chapter-13-Section-3.pdf\">The Americans-Chapter 13-Section 3<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Link-<\/strong> <strong>Walt Disney Animation Studios&#8217; Steamboat Willie (7:22 min)<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"Walt Disney Animation Studios&#039; Steamboat Willie\" width=\"525\" height=\"394\" src=\"https:\/\/www.youtube.com\/embed\/BBgghnQF6E4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p>______________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Wednesday-11\/29\/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\u00a0 <\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Video Clip-<\/strong>Thank You for Smoking (3\/5) Movie CLIP-Ice Cream Politics (2005) HD (2:29 min)<\/li>\n<li><strong>Activity-<\/strong>Special Interest Groups-Brochure Activity (Day 2)<\/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 ways in which interest groups work to recruit new members through grass roots tactics by creating a take away element an interest group can use to recruit new members<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: Activity-Special Interest Groups-Brochure Activity (Day 1)<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/11\/Special-Interest-Groups-Brochure-Activity.doc\">Special Interest Groups-Brochure Activity<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/11\/Brochure-Template-Blank-2016.docx\">Brochure Template-Blank-2016<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/11\/ASPCA-Brochure-Example.pptx\">ASPCA-Brochure Example<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Clip-Thank You for Smoking (3\/5) Movie CLIP-Ice Cream Politics (2005) HD (2:29 min)<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"Thank You for Smoking (3\/5) Movie CLIP - Ice Cream Politics (2005) HD\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/xuaHRN7UhRo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Thursday-11\/30\/17: Bell Work-) Who is speaking in this primary source excerpt? 2.) Based on the primary source can you distinguish why the speaker feels that jazz is \u201can inherent expression of Negro life\u201d? 3.) Judge the value of the statement \u201cBut, to my mind, it is the duty of the younger Negro artist&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/11\/29\/wednesday-november-29th-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-4199","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4199","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=4199"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4199\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=4199"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=4199"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=4199"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}