{"id":4381,"date":"2018-01-12T09:46:43","date_gmt":"2018-01-12T14:46:43","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=4381"},"modified":"2018-01-12T09:46:43","modified_gmt":"2018-01-12T14:46:43","slug":"friday-january-12th-2018","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/01\/12\/friday-january-12th-2018\/","title":{"rendered":"Friday January 12th, 2018"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Friday-1\/12\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Who are the key figures depicted within the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) Knowing that during Hoover\u2019s presidency the United States government did very little to combat the results of the 1929 stock market crash. With this in mind can you defend FDR\u2019s decision to infuse massive amounts of money into social programs designed to help struggling Americans or do you agree with the artist programs are a massive failure wasting billions of tax payer dollars?<strong> *Thoroughly explain your position<\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Quiz-<\/strong>New Deal Programs (10 New Deal Programs)<\/li>\n<li><strong>Presentation-<\/strong>Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s<\/li>\n<li><strong>Outline Notes-<\/strong>Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s<\/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 the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930\u2019s on everyday Americans 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 read, record and orally compare information pertaining to the effects New Deal programs had on the lives of minorities and the cultural impact of the 1930\u2019s on everyday Americans 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 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s and Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Presentation-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s\u00a0<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Chapter-15-The-New-Deal-2017.pptx\">Chapter 15-The New Deal-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong> Outline Notes-Chapter 15-Section 3-The New Deal Affects Many Groups and Chapter 15-Section 4-Culture in the 1930\u2019s<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Notes-Outline-Chapter-15-Section-3.pdf\">Notes-Outline-Chapter 15-Section 3<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Notes-Outline-Chapter-15-Section-4.pdf\">Notes-Outline-Chapter 15-Section 4<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Textbook PDF&#8217;s:<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/The-Americans-Chapter-15-Section-3.pdf\">The Americans-Chapter 15-Section 3<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/The-Americans-Chapter-15-Section-4.pdf\">The Americans-Chapter 15-Section 4<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>______________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Friday-1\/12\/17:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong> 1.) Based on the elements contained in the political cartoon when can you infer it was created? 2.) What is your analysis of the main theme the artist intended to highlight in the political cartoon? 3.) What is your opinion of the political cartoon\u2019s message that President Bush values the protection of human embryos (which is why he is vetoing stem cell research) more than the lives of U.S. soldiers and Iraqi civilians? a.\u00a0 Do you think it is a fair message or one designed to elicit a negative response towards President Bush?<strong> \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Procedure-<\/strong>Notes Collection Chapter 13 and 14<\/li>\n<li><strong>Presentation-<\/strong>American Citizenship-Roles, Responsibilities and Duties<\/li>\n<li><strong>Web Quest-<\/strong>Federal Bureaucracy (2017)<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong><\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>SWD comprehension of the functions, roles and purposes of the federal bureaucratic system by interacting in a short presentation<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>SWD synthesis of the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by compiling information from several online sources to complete a structured web quest<\/li>\n<\/ul>\n<ul>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will listen, orally discuss and respond to the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by participating in classroom discussions following a short lecture by the teacher along with a set of student guided notes<\/li>\n<li>Students will read, orally discuss and record information on the functions, roles and purposes of the federal bureaucratic system by working collaboratively on an online web quest<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: Presentation-<\/strong>American Citizenship-Roles, Responsibilities and Duties and Web Quest-Federal Bureaucracy (2017)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Notes Check List-Chapter 13-The Presidency 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-Notes-Check-List-2.docx\">Chapter 13 and 14-Notes Check List<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>American Citizenship-Roles, Responsibilities and Duties <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/American-Citizenship-Supplemental-PPT.pptx\">American Citizenship-Supplemental PPT<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Web Quest-Federal Bureaucracy (2017)<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/01\/Federal-Bureaucracy-Web-Quest-2017.docx\">Federal Bureaucracy-Web Quest-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Friday-1\/12\/18: Bell Work-1.) Who are the key figures depicted within the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) Knowing that during Hoover\u2019s presidency the United States government did very little to combat the results of the 1929 stock market crash. With this in mind can you defend&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/01\/12\/friday-january-12th-2018\/\">&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-4381","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4381","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=4381"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4381\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=4381"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=4381"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=4381"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}