{"id":5341,"date":"2018-09-18T11:28:20","date_gmt":"2018-09-18T15:28:20","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=5341"},"modified":"2018-09-18T11:28:20","modified_gmt":"2018-09-18T15:28:20","slug":"tuesday-september-18th-2018","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/09\/18\/tuesday-september-18th-2018\/","title":{"rendered":"Tuesday September 18th, 2018"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Tuesday-9\/18\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Based on your prior knowledge please explain why the U.S. government decided to step in and pass laws regulating work conditions during the early 1900\u2019s? 2.) Imagine you were a day laborer working in the early 1900\u2019s which of the seven actions taken by the U.S. government would you be most grateful for being passed? <strong>*Please explain why you feel that way<\/strong> 3.) After examining the list of state actions above propose a modern-day act that would help improve working conditions for blue collar workers?<strong> \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Presentation-<\/strong>Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon\u2019s New Freedoms (Streamlined)<\/li>\n<li><strong>Student Led Notes-<\/strong>Chapter 9-Section 5-Wislon\u2019s New Freedoms<\/li>\n<li><strong>Study Guide-<\/strong>Chapter 9-The Progressive Era<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD synthesis of the divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by interacting in a short presentation and compiling information in student led notes<\/li>\n<li>SWD evaluation of the materials covered in our unit on the Progressive Era 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 divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by interacting in a short presentation and creating student centered guided notes<\/li>\n<li>Students will read, and write the key terms and important concepts covered in our unit pertaining to the Progressive Era by completing a structured inquiry-based study guide<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon\u2019s New Freedoms (Streamlined), Student Led Notes-Chapter 9-Section 5-Wislon\u2019s New Freedoms and Study Guide-Chapter 9-The Progressive Era<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon\u2019s New Freedoms (Streamlined) <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-9-Section-4-and-5-PPT-2018.pptx\">Chapter 9-Section 4 and 5-PPT-2018<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Student Led Notes-Chapter 9-Section 5-Wislon\u2019s New Freedoms <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-9-Section-4-and-5-Guided-Notes-High.docx\">Chapter 9-Section 4 and 5-Guided Notes-High<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Textbook PDF&#8217;s-Chapter 9-Section 5-Wislon\u2019s New Freedoms <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/The-Americans-Chapter-9-Section-4.pdf\">The Americans-Chapter 9-Section 4<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/The-Americans-Chapter-9-Section-5.pdf\">The Americans-Chapter 9-Section 5<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Study Guide-Chapter 9-The Progressive Era<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-9-Learning-Targets-Study-Guide-Full-Page.docx\">Chapter 9-Learning Targets Study Guide-Full Page<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-9-Test-Materials.pptx\">Chapter 9-Test Materials<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Textbook PDF-Chapter 9-The Progressive Era<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-9-Textbook-PDFs.pdf\">Chapter 9-Textbook-PDFs<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Power Point Presentations-Chapter 9-The Progressive Era<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-9-Section-1-and-2-PPT-2018.pptx\">Chapter 9-Section 1 and 2-PPT-2018<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-9-Section-3-PPT-2018.pptx\">Chapter 9-Section 3-PPT-2018<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-9-Section-4-and-5-PPT-2018-1.pptx\">Chapter 9-Section 4 and 5-PPT-2018<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary-Chapter 9-The Progressive Era<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-9-Vocab-Match-up-Review-Game-3.doc\">Chapter 9-Vocab Match up Review Game<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-9-Vocabulary-Terms-and-Definitions.docx\">Chapter 9-Vocabulary Terms and Definitions<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>______________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Tuesday-9\/18\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What is the name of the event that President Washington is describing in his letter to James Madison? 2.) What is the underlying theme of the primary source document? 3.) Imagine that you were President Washington following the events of Shay\u2019s \u201cRebellion\u201d. How would you have worked to prevent future uprisings form occurring?<strong>\u00a0 \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Vocabulary Match-up Activity-<\/strong> Chapter 1-Principles of Government and Chapter 2-Origins of American Government<\/li>\n<li><strong>Video-<\/strong>What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)<\/li>\n<li><strong>Activity-<\/strong>Articles of Confederation Activity-Notes Sheet-2018<\/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 key terms associated with the unit covering the creation of the American political system by manipulating of vocabulary terms in a collaborative activity<\/li>\n<li>SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language 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>Students will read and orally match up important vocabulary terms pertaining to our unit covering the creation of the American political system through the use of a vocabulary match-up activity<\/li>\n<li>Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner<\/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 1-Principles of Government and Chapter 2-Origins of American Government and Activity-Articles of Confederation Activity-Notes Sheet-2018<\/p>\n<p><strong>Vocabulary Match-up Activity- Chapter 1-Principles of Government <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-1-and-2-Vocab-Match-up-Review-Game.doc\">Chapter 1 and 2-Vocab Match up Review Game<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Chapter 2-Origins of American Government and Activity-Articles of Confederation Activity-Notes Sheet-2018<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Articles-of-Confederation-Activity-Notes-Sheet-2018.doc\">Articles of Confederation Activity-Notes Sheet-2018<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/The-Articles-of-Confederation-and-Perpetual-Union.docx\">The Articles of Confederation and Perpetual Union<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video-What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"What Were the Articles of Confederation? | America: Facts vs. Fiction\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/3KGG9afW7XY?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","protected":false},"excerpt":{"rendered":"<p>U.S. History Tuesday-9\/18\/18: Bell Work-1.) Based on your prior knowledge please explain why the U.S. government decided to step in and pass laws regulating work conditions during the early 1900\u2019s? 2.) Imagine you were a day laborer working in the early 1900\u2019s which of the seven actions taken by the U.S. government would you be&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/09\/18\/tuesday-september-18th-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-5341","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/5341","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=5341"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/5341\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=5341"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=5341"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=5341"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}