{"id":4348,"date":"2018-01-09T09:12:23","date_gmt":"2018-01-09T14:12:23","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=4348"},"modified":"2018-01-09T09:40:54","modified_gmt":"2018-01-09T14:40:54","slug":"tuesday-january-9th-2017","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/01\/09\/tuesday-january-9th-2017\/","title":{"rendered":"Tuesday January 9th, 2017"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Tuesday1\/09\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Identify the two main problems FDR felt were facing Americans in 1933? 2.) What is the underlying theme of the primary source? 3.) According to the primary source what did FDR say the government should do to solve the problems caused by the Great Depression? Do you agree with him or if not what changes to his plan would you make in order to help Americans struggling through the Great Depression?<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Presentation-<\/strong>Chapter 15-Section 1-A New Deal Fights the Depression<\/li>\n<li><strong>Thinking Map-<\/strong>New Deal-Bubble Map<\/li>\n<li><strong>Outline Notes-<\/strong>Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD application of the accomplishments of FDR during his first hundred days in office by organizing information in a thinking map<\/li>\n<li>SWD analysis of the initial steps Roosevelt took to reform America\u2019s woeful financial situation through implementing his New Deal programs by interacting in a short presentation and creating a set of student centered guided notes<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will record information on the early programs introduced during FDR\u2019s first hundred days in office by creating a bubble map<\/li>\n<li>Students will read and record information pertaining to the initial steps Roosevelt took to reform America\u2019s woeful financial situation through implementing his New Deal programs through listening to a short lecture and creating student centered guided notes<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Presentation-Chapter 15-Section 1-A New Deal Fights the Depression, Thinking Map-New Deal-Bubble Map and Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Presentation-Chapter 15-Section 1-A New Deal Fights the Depression<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Chapter-15-The-New-Deal-2016.pptx\">Chapter 15-The New Deal-2016<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Thinking Map-New Deal-Bubble Map <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/New-Deal-Bubble-Map-US.pdf\">New Deal-Bubble Map-US<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Outline Notes-Chapter 15-Section 1-A New Deal Fights the Depression and Section 2-The New Deal Takes Hold<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Notes-Outline-Chapter-15-Section-1.pdf\">Notes-Outline-Chapter 15-Section 1<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>______________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Tuesday-1\/09\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Based on the information contained in the primary source list five powers expressly granted to the president in the Constitution? 2.) After identifying the powers expressly granted to the president in the Constitution make a T-Chart or a Tree Map that distinguishes whether those powers deal with foreign or domestic policies. 3.) In Section III, the president is empowered to \u201ctake care that the laws be faithfully executed\u201d. How is this similar to the concepts contained in the Necessary and Proper Clause contained in Article I Section VIII of the Constitution?<strong> \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Study Guide-<\/strong>Chapter 13-The President and Chapter 14-The Presidency in Action<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD evaluation of the materials covering the roles and responsibilities of the office of the President of the United States 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 write the key terms and important concepts covering the roles and responsibilities of the office of the President of the United States by completing a structured inquiry based study guide<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action<\/p>\n<p><strong>Chapter 13-The President<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/12\/Chapter-13-Vocabulary.docx\">Chapter 13-Vocabulary<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2017\/12\/Chapter-13-Section-1-The-Presidents-Job-Description.pptx\">Chapter 13-Section 1-The President&#8217;s Job Description<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Chapter-13-Section-3-Presidential-Selection-The-Framers-Plan.pptx\">Chapter 13-Section 3-Presidential Selection-The Framers Plan<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Chapter-13-Section-4-and-5-Presentation.pptx\">Chapter 13-Section 4 and 5 Presentation<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Roles-of-the-President-1.ppt\">Roles of the President<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/The-Many-Hats-of-the-President-Activity-2016.docx\">The Many Hats of the President Activity-2016<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Understanding-Role-of-President-of-the-United-States-Politics-Essay.docx\">Understanding Role of President of the United States Politics Essay<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Chapter 14-The Presidency in Action<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Chapter-14-Vocabulary.docx\">Chapter 14-Vocabulary<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Chapter-14-The-Presidency-in-Action-Streamlined-Version-1.pptx\">Chapter 14-The Presidency in Action-Streamlined Version<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/The-Presidential-Veto-SSR-Article-2017.docx\">The Presidential Veto-SSR Article-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Chapter-13-and-14-Learning-Target-Study-Guide.doc\">Chapter 13 and 14-Learning Target-Study Guide<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Chapter-13-and-14-Test-Materials-1.pptx\">Chapter 13 and 14-Test Materials<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Chapter-13-and-14-Test-Vocabulary.docx\">Chapter 13 and 14-Test Vocabulary<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Tuesday1\/09\/18: Bell Work-1.) Identify the two main problems FDR felt were facing Americans in 1933? 2.) What is the underlying theme of the primary source? 3.) According to the primary source what did FDR say the government should do to solve the problems caused by the Great Depression? Do you agree with him&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/01\/09\/tuesday-january-9th-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-4348","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4348","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=4348"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4348\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=4348"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=4348"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=4348"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}