{"id":4847,"date":"2018-04-25T10:43:40","date_gmt":"2018-04-25T14:43:40","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=4847"},"modified":"2018-04-25T10:47:52","modified_gmt":"2018-04-25T14:47:52","slug":"wednesday-april-25th-2018","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/04\/25\/wednesday-april-25th-2018\/","title":{"rendered":"Wednesday April 25th, 2018"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Wednesday-4\/25\/18: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>) What is the main idea of this political cartoon? 2.) Why do you think the artist chose to represent the idea of \u201cwhite flight\u201d with a picture of a portly man who\u2019s cup runneth over? 3.) What would recommend that members of the \u201curban core\u201d do in an attempt to reduce the impact of \u201cwhite flight\u201d on their community?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Vocabulary Match-up Activity-<\/strong>Chapter 19-The Post War Boom<\/li>\n<li><strong>Presentation-<\/strong>Chapter 19-Section 3-Popular Culture<\/li>\n<li><strong>Video-<\/strong>Top 10 Decade Defining Songs: 1950s (12:49 min)<\/li>\n<li><strong>Outline Notes-<\/strong>Chapter 19-Section 3-Popular Culture<\/li>\n<li><strong>Daily Objective-<\/strong>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD analysis of key terms associated with the unit covering the post war changes in American society by manipulating of vocabulary terms in a collaborative activity<\/li>\n<li>SWD comprehension of how the beat movement and rock \u2018n\u2019 roll music clashed suburban middle-class values by outlining important information in guided note<\/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 post war changes in American society through the use of a vocabulary match-up activity<\/li>\n<li>Students will read and record information pertaining to how the beat movement and rock \u2018n\u2019 roll music clashed suburban middle-class values by reading through text and completing a set of student led guided notes.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Vocabulary Match-up Activity-Chapter 19-The Post War Boom, Presentation-Chapter 19-Section 3-Popular Culture, Outline Notes-Chapter 19-Section 3-Popular Culture<\/p>\n<p><strong>Vocabulary Match-up Activity-Chapter 19-The Post War Boom<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-19-Vocab-Match-up-Review-Game-1.doc\">Chapter 19-Vocab Match up Review Game<\/a><\/p>\n<p><strong>Presentation-Chapter 19-Section 3-Popular Culture<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-19-Section-3-Popular-Culture.ppt\">Chapter 19-Section 3-Popular Culture<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Outline Notes-Chapter 19-Section 3-Popular Culture<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Notes-Outline-Chapter-19-Section-3.pdf\">Notes-Outline-Chapter 19-Section 3<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/The-Americans-Chapter-19-Section-3.pdf\">The Americans-Chapter 19-Section 3<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Link-Top 10 Decade Defining Songs: 1950s (12:49 min)<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"Top 10 Decade Defining Songs: 1950s\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/uMqoGYd_pvk?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<p>______________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Wednesday-4\/25\/18: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong> ) What is the main idea contained in the excerpt from John W. Dean in his council towards President Nixon? 2.) Imagine you are President Nixon and you just finished listening to John W. Dean\u2019s comments about compulsory voting. What are two to three questions that you might ask him in regards to his comments? 3.) What do you think about Dean\u2019s comments that requiring citizens to vote is \u201c\u2026less restrictive than requiring us, for example, to attend school; \u2026 to pay taxes; or to serve in the military when drafted\u201d? Is he making a logical argument or is he just grasping at straws in his attempt to win Nixon towards his point of view?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>What\u2019s the difference between a caucus and a primary? (4:48 min)<\/li>\n<li><strong>Presentation &#8211;<\/strong>Chapter 7-Section 1-The Nominating Process<\/li>\n<li><strong>Student Led Notes-<\/strong>Chapter 7-Section 1-The Nominating Process<\/li>\n<li><strong>Daily Objective-<\/strong>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text<\/li>\n<li>SWD analysis of the political process in which candidates running for office seek and receive their party\u2019s nomination 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, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College<\/li>\n<li>Students will read and record information pertaining to the political process in which candidates running for office seek and receive their party\u2019s nomination through listening to a short lecture and creating student centered guided notes<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Presentation -Chapter 7-Section 1-The Nominating Process and Student Led Notes-Chapter 7-Section 1-The Nominating Process<\/p>\n<p><strong>Presentation -Chapter 7-Section 1-The Nominating Process <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-7-The-Electoral-Process-2017.pptx\">Chapter 7-The Electoral Process-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Student Led Notes-Chapter 7-Section 1-The Nominating Process<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/04\/Chapter-7-Section-1-and-2-Guided-Notes.doc\">Chapter 7-Section 1 and 2-Guided Notes<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Link: Video-What\u2019s the difference between a caucus and a primary? (4:48 min)<\/strong><\/p>\n<p>https:\/\/www.youtube.com\/watch?v=_XeELfd-xgo<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Wednesday-4\/25\/18: Bell Work-) What is the main idea of this political cartoon? 2.) Why do you think the artist chose to represent the idea of \u201cwhite flight\u201d with a picture of a portly man who\u2019s cup runneth over? 3.) What would recommend that members of the \u201curban core\u201d do in an attempt to&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/04\/25\/wednesday-april-25th-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-4847","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4847","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=4847"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/4847\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=4847"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=4847"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=4847"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}