{"id":4779,"date":"2018-04-12T11:29:45","date_gmt":"2018-04-12T15:29:45","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=4779"},"modified":"2018-04-12T12:51:10","modified_gmt":"2018-04-12T16:51:10","slug":"thursday-april-12th-2018","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/04\/12\/thursday-april-12th-2018\/","title":{"rendered":"Thursday April 12th, 2018"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Thursday-4\/12\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What reason(s) does U.S. Secretary of State George Marshall give in an attempt to justify his plan for European recovery? 2.) Based on the tone of George Marshall\u2019s statement who can we infer this document is suggesting holds more responsibility for starting the Cold War? 3.) Reflect on George Marshall\u2019s closing lines <strong>\u201cOur policy is directed \u2026 against hunger, poverty, desperation and chaos (disorder). Its purpose is to revive a working economy in the world.\u201d <\/strong>What additions\/changes would you make to this statement?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Presentation-<\/strong>Chapter 18-Section 4-Two Nations Living on the Edge<\/li>\n<li><strong>Notes-<\/strong>Chapter 18-Section 4-Two Nations Living on the Edge<\/li>\n<li><strong>Study Guide-<\/strong>Chapter 18-Cold War Conflicts<\/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 fear of communism that gripped the United States during the 1950\u2019s and the effects that it had on our society by outlining important information in guided notes<\/li>\n<li>SWD evaluation of the materials covered in Chapter 18 Sections 1-4 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 record information pertaining to the fear of communism that gripped the United States during the 1950\u2019s and the effects that it had on our society by reading through text and completing a set of student led guided notes.<\/li>\n<li>Students will read, and write the key terms and important concepts covered in Chapter 18 Sections 1-4 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 18-Section 4-Two Nations Living on the Edge, Notes-Chapter 18-Section 4-Two Nations Living on the Edge and Study Guide-Chapter 18-Cold War Conflicts<\/p>\n<p><strong>Presentation-Chapter 18-Section 4-Two Nations Living on the Edge<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-18-Section-4-Two-Nations-Live-on-the-Edge.pptx\">Chapter 18-Section 4-Two Nations Live on the Edge<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Notes-Chapter 18-Section 4-Two Nations Living on the Edge <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Notes-Outline-Chapter-18-Section-4.pdf\">Notes-Outline-Chapter 18-Section 4<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/The-Americans-Chapter-18-Section-4.pdf\">The Americans-Chapter 18-Section 4<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Study Guide-Chapter 18-Cold War Conflicts<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-18-Learning-Target-Study-Guide.doc\">Chapter 18-Learning Target-Study Guide<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-18-Vocabulary-Terms-and-Definitions.docx\">Chapter 18-Vocabulary Terms and Definitions<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-18-Vocab-Match-up-Review-Game.doc\">Chapter 18-Vocab Match up Review Game<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-18-Test-Materials.pptx\">Chapter 18-Test Materials<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-18-Textbook-PDFs.pdf\">Chapter 18-Textbook-PDFs<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-18-Section-1-Origins-of-the-Cold-War.pptx\">Chapter 18-Section 1-Origins of the Cold War<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-18-Section-2-The-Cold-War-Heats-Up.pptx\">Chapter 18-Section 2- The Cold War Heats Up<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-18-Section-3-The-Cold-War-at-Home.pptx\">Chapter 18-Section 3- The Cold War at Home<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-18-Section-4-Two-Nations-Live-on-the-Edge-1.pptx\">Chapter 18-Section 4-Two Nations Live on the Edge<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>_______________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Thursday-4\/12\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Based on the map interpret why a correlation exists between location and negative attitudes toward women&#8217;s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law?\u00a03.) Imagine you\u2019re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>A History of Voting Rights | The New York Times (3:19 min)<\/li>\n<li><strong>SSR Article-<\/strong>Give Ex-Cons the Right to Vote<\/li>\n<\/ul>\n<ul>\n<li>w\/ SSR-Meta-Cognitive Log-Template-Half-Sheet<\/li>\n<\/ul>\n<ul>\n<li><strong>Presentation-<\/strong>Chapter 6-Section 2-Voter Qualification (Part 1)<\/li>\n<\/ul>\n<ul>\n<li>Universal Requirements-Citizenship, Residence and Age<\/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 evaluation of the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by evaluating a primary source and responding to inquiry-based log<\/li>\n<li>SWD analysis of how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960\u2019s have changed by interacting in a short presentation<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read and respond to an article pertaining to the debate regarding whether or not we should allow those who have been convicted of a felony the ability to vote by examining a primary source and responding to and meta-cognitive log<\/li>\n<li>Students will read and record information pertaining to how voter qualification requirements have changed over time specifically examining the changes that emerged during the 1960\u2019s have changed through listening to a short lecture<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>SSR Article-Give Ex-Cons the Right to Vote w\/ SSR-Meta-Cognitive Log-Template-Half-Sheet and Presentation-Chapter 6-Section 2-Voter Qualification (Part 1-Universal Requirements-Citizenship, Residence and Age)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>SSR Article-Give Ex-Cons the Right to Vote w\/ SSR-Meta-Cognitive Log-Template-Half-Sheet<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Give-Ex-Cons-the-Right-to-Vote-SSR-Article.docx\">Give Ex-Cons the Right to Vote-SSR Article<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/SSR-Meta-Cognitive-Log-Template.doc\">SSR-Meta-Cognitive Log-Template<\/a><\/p>\n<p><strong> Presentation-Chapter 6-Section 2-Voter Qualification (Part 1-Universal Requirements-Citizenship, Residence and Age)<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-6-Section-1-The-Right-to-Vote-1.pptx\">Chapter 6-Section 1-The Right to Vote<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Link-A History of Voting Rights | The New York Times (3:19 min)<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"A History of Voting Rights | The New York Times\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/U4XtZ-tIzIA?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-4\/12\/18: Bell Work-1.) What reason(s) does U.S. Secretary of State George Marshall give in an attempt to justify his plan for European recovery? 2.) Based on the tone of George Marshall\u2019s statement who can we infer this document is suggesting holds more responsibility for starting the Cold War? 3.) Reflect on George Marshall\u2019s&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/04\/12\/thursday-april-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-4779","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4779","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=4779"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4779\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=4779"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=4779"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=4779"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}