{"id":4248,"date":"2017-12-06T10:46:23","date_gmt":"2017-12-06T15:46:23","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=4248"},"modified":"2017-12-06T10:46:23","modified_gmt":"2017-12-06T15:46:23","slug":"wednesday-december-6th-2017","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/12\/06\/wednesday-december-6th-2017\/","title":{"rendered":"Wednesday December 6th, 2017"},"content":{"rendered":"<p><strong>U.S. History <\/strong><\/p>\n<p><strong>1st Hour<\/strong><\/p>\n<p><strong>Wednesday-12\/06\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Based on your prior knowledge which group is Colleen Moore talking about in this excerpt? 2.) Why do you think that Colleen Moore found it so easy to identify with the group she is referencing in this excerpt? Do you think many young ladies feel this way today? 3.) Judge the value of Colleen Moore\u2019s statement where she says \u201cI don&#8217;t know if I realized as soon as I began seeing them that they represented the wave of the future\u2026\u201d. Why do you think she referred to these women as the \u201cwave of the future\u201d instead of comparing them to the progressive women who fought for women\u2019s equality in the past?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Procedure-<\/strong>Collect Chapter 12 and 13 Notes<\/li>\n<li><strong>Vocabulary Frayer Model Activity-<\/strong>Chapter 14-The Great Depression Begins<\/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 start of the Great Depression 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 start of the Great Depression 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>Procedure-Collect Chapter 12 and 13 Notes and Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins<\/p>\n<p><strong>Procedure-Collect Chapter 12 and 13 Notes <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/12\/Chapter-12-and-13-Notes-Check-List.docx\">Chapter 12 and 13-Notes Check List<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary Frayer Model Activity-Chapter 14-The Great Depression Begins\u00a0\u00a0\u00a0<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/12\/Chapter-14-Vocab-Match-up-Terms.doc\">Chapter 14-Vocab Match up Terms<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/12\/Frayer-Vocabulary-Model.pdf\">Frayer Vocabulary Model<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>2nd Hour<\/strong><\/p>\n<p><strong>Wednesday-12\/05\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>Please take out your notes\/study guide and with your elbow partner review all of the information for our quiz covering Chapter 12 and 13. In 5 minutes we will begin the vocabulary match up activity.<\/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<strong>\u00a0 <\/strong><\/li>\n<li><strong>Quiz-<\/strong> Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920\u2019s<strong>\u00a0 <\/strong><\/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 Roaring Twenties by manipulating of vocabulary terms in a collaborative activity<\/li>\n<li>SWD evaluation of key terms and concepts associated with our unit covering the Roaring Twenties by demonstrating their knowledge thought the use of a unit quiz<\/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>Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the Roaring Twenties by completing a multiple choice and matching quiz<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>______________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Wednesday-12\/06\/17: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What evidence can you use to describe the author\u2019s true feelings about the effectiveness of the 113th Congress? What do you believe those feeling are? 2.) What inference can you make about the 112th Congress based on the image of the shoes and the comment Uncle Sam is making? 3.) What in your opinion can be done to maximize the effective of Congress while in session? (ex. What kind of goals or timeframes might be given for accomplishing tasks)<strong> \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>What Does the Speaker of The House Do? (3:10 min)<\/li>\n<li><strong>Presentation-<\/strong>The House of Representatives and the Senate<\/li>\n<li><strong>Article-<\/strong>The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9)<\/li>\n<\/ul>\n<ul>\n<li>w\/ Cornell Notes<\/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 analysis on the political issues caused by Gerrymandering and district reapportionment by outlining an article and answering reflection questions<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read, record and discuss the political issues caused by Gerrymandering and district reapportionment by creating a double entry journal and answering guided reflection questions<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Presentation-The House of Representatives and the Senate and Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9) w\/ Cornell Notes and Reflection Questions <strong><br \/>\n<\/strong><\/p>\n<p><strong>Presentation-The House of Representatives and the Senate <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/12\/Chapter-10-Congress-2017-1.pptx\">Chapter 10-Congress-2017<\/a> <a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/12\/Chapter-10-Congress-2017-2.pptx\">Chapter 10-Congress-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Article-The Gov-Gerrymandering (Redistricting Revisited Pg. 6-9) w\/ Cornell Notes and Reflection Questions <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/12\/Redistricting-Revised-SS-Lesson-Plan.pdf\">Redistricting Revised &#8211; SS Lesson Plan<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/12\/Gerrymandering-Cornell-Notes-Gov.pdf\">Gerrymandering-Cornell Notes-Gov<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/12\/Gerrymandering-Reflection-Questions.docx\">Gerrymandering Reflection Questions<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Link-What Does the Speaker of The House Do? (3:10 min)<\/strong><\/p>\n<p>https:\/\/www.youtube.com\/watch?v=kXEpdjcrgTs<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History 1st Hour Wednesday-12\/06\/17: Bell Work-1.) Based on your prior knowledge which group is Colleen Moore talking about in this excerpt? 2.) Why do you think that Colleen Moore found it so easy to identify with the group she is referencing in this excerpt? Do you think many young ladies feel this way today?&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2017\/12\/06\/wednesday-december-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-4248","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4248","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=4248"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4248\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=4248"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=4248"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=4248"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}