{"id":4656,"date":"2018-03-13T08:34:08","date_gmt":"2018-03-13T12:34:08","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=4656"},"modified":"2018-03-13T12:53:29","modified_gmt":"2018-03-13T16:53:29","slug":"tuesday-march-13th-2018","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/03\/13\/tuesday-march-13th-2018\/","title":{"rendered":"Tuesday March 13th, 2018"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Tuesday-3\/13\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>) Based on the elements contained in the political cartoon what issue is Henry Stimson and \u201cJohn Q. Public\u201d asking the President to resolve? 2.) Based on what we\u2019ve learned regarding political propaganda what purpose might the signs being held by Henry Stimson and \u201cJohn Q. Public\u201d have in guiding Truman\u2019s interaction with the media? 3.) What is your opinion of the way in which this cartoon is using political propaganda to shape the American peoples view of the U.S.\u2019s decision to drop the atomic bombs? Is it a smart use of the media or something that could be considered morally reprehensible?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>PIONEERS OF TELEVISION-George Takei&#8217;s life in an internment camp-PBS (2:48 min)<\/li>\n<li><strong>Activity-<\/strong>Japanese Internment During WWII-DBQ (Combined with elements of Japanese Internment National-Security or Racial Prejudice-DBQ)<\/li>\n<li><strong>Study Guide-<\/strong>Chapter 17-The United States in WWII<\/li>\n<li><strong>Daily Objective-<\/strong>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD evaluation of primary sources and documents associated with the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining twelve documents in a collaborative DBQ activity<\/li>\n<li>SWD evaluation of the materials covered in our unit pertaining to the United States involvement in WWII 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, discuss and record information pertaining to the events following the bombing of Pearl Harbor where thousands of Japanese Americans were rounded up and sent to internment camps along the West Coast by examining several primary sources in a partner-based document-based activity<\/li>\n<li>Students will read, and write the key terms and important concepts covered in our unit focusing on United States involvement in WWII 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: Study Guide-Chapter 17-The United States in WWII<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-17-Learning-Target-Study-Guide.doc\">Chapter 17-Learning Target-Study Guide<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Power Points-Chapter 17-The United States in WWII<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-17-Section-1-Mobilizing-for-Defense-2018.pptx\">Chapter 17-Section 1-Mobilizing for Defense-2018<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-17-Section-2-The-War-for-Europe-and-North-Africa-1.pptx\">Chapter 17-Section 2-The War for Europe and North Africa<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-17-Section-3-The-War-in-the-Pacific-1.pptx\">Chapter 17-Section 3-The War in the Pacific<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-17-Section-4-The-Home-Front-1.pptx\">Chapter 17-Section 4-The Home Front<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Test Materials-Chapter 17-The United States in WWII<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-17-Test-Materials.pptx\">Chapter 17-Test Materials<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Textbook PDFs-Chapter 17-The United States in WWII<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/The-Americans-Chapter-17-Section-1.pdf\">The Americans-Chapter 17-Section 1<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/The-Americans-Chapter-17-Section-2-1.pdf\">The Americans-Chapter 17-Section 2<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/The-Americans-Chapter-17-Section-3-1.pdf\">The Americans-Chapter 17-Section 3<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/The-Americans-Chapter-17-Section-4-2.pdf\">The Americans-Chapter 17-Section 4<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Link-PIONEERS OF TELEVISION-George Takei&#8217;s life in an internment camp-PBS (2:48 min)<\/strong><\/p>\n<p>https:\/\/www.youtube.com\/watch?v=PP3lWftprjQ<\/p>\n<p>&nbsp;<\/p>\n<p>________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Tuesday-3\/13\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What does Thomas Jefferson believe is \u201cthe basis of our government\u201d? 2.) What is one of the main problems Jefferson sees in regards to freedom of the press? 3.) What does Jefferson predict would happen if people become inattentive to public affairs?<strong>\u00a0 <\/strong><\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Procedure-<\/strong>Set Up Answer Key-Chapter 3 and 4 Test<\/li>\n<li><strong>Activity-<\/strong>Test Materials Review-Chapter 3 and 4<\/li>\n<li><strong>Study Guide Review Time-<\/strong>Chapter 3-The Constitution and Chapter 4-Federalism American Government <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 evaluation of the role our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together 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 pertaining to our Constitution and the role it plays in delegating the powers specifically held by our national and local government and how they use concurrent powers to work together 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>Presentation-Chapter 4-Section 3-Interstate Relations, Student Led Notes-Chapter 4-Section 3-Interstate Relation and Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism<\/p>\n<p><strong>Presentation-Chapter 4-Section 3-Interstate Relations<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-4-Federalism-2018-1.ppt\">Chapter 4-Federalism-2018<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Student Led Notes-Chapter 4-Section 3-Interstate Relation\u00a0<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-4-Section-3-Guided-Notes-High-2017.doc\">Chapter 4-Section 3-Guided Notes-High-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong> Study Guide-Chapter 3-The Constitution and Chapter 4-Federalism<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-3-and-4-Learning-Target-Study-Guide.doc\">Chapter 3 and 4-Learning Target-Study Guide<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Test Materials-Chapter 3 and Chapter 4<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Test-Materials-Chapter-3-and-4-1.pptx\">Test Materials-Chapter 3 and 4<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>PPT Presentations<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-3-Section-1-Basic-Principles-2018.pptx\">Chapter 3-Section 1-Basic Principles-2018<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-3-Section-2-Formal-Amendments-2018-2.pptx\">Chapter 3-Section 2-Formal Amendments-2018<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-3-Section-3-Constitutional-Change-by-Other-Means-2018-2.pptx\">Chapter 3 Section 3- Constitutional Change by Other Means-2018<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-4-Federalism-2018-1.ppt\">Chapter 4-Federalism-2018<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/02\/Chapter-3-Vocabulary.docx\">Chapter 3-Vocabulary<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-4-Vocabulary-1.docx\">Chapter 4-Vocabulary<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Test Resources<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Test-Materials-Chapter-3-and-4.pptx\">Test Materials-Chapter 3 and 4<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/03\/Chapter-3-and-4-Learning-Target-Study-Guide-1.doc\">Chapter 3 and 4-Learning Target-Study Guide<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Tuesday-3\/13\/18: Bell Work-) Based on the elements contained in the political cartoon what issue is Henry Stimson and \u201cJohn Q. Public\u201d asking the President to resolve? 2.) Based on what we\u2019ve learned regarding political propaganda what purpose might the signs being held by Henry Stimson and \u201cJohn Q. Public\u201d have in guiding Truman\u2019s&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/03\/13\/tuesday-march-13th-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-4656","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4656","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=4656"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4656\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=4656"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=4656"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=4656"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}