{"id":5406,"date":"2018-09-26T07:57:28","date_gmt":"2018-09-26T11:57:28","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=5406"},"modified":"2018-09-26T07:57:28","modified_gmt":"2018-09-26T11:57:28","slug":"wednesday-september-26th-2018","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/09\/26\/wednesday-september-26th-2018\/","title":{"rendered":"Wednesday September 26th, 2018"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Wednesday-9\/26\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Identify the main figure featured in this political cartoon? 2.) Discuss the historical significance of the political cartoon\u2019s title \u201cThe Big Stick in the Caribbean Sea\u201d? 3.) How effective are political cartoons like this in raising support for controversial actions taken by our government?<strong> \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Vocabulary Match up-<\/strong>Chapter 10-America Claims and Empire <strong>\u00a0<\/strong><\/li>\n<li><strong>Thinking Maps-<\/strong>Comparing U.S. Imperialism in Cuba and Puerto Rico<strong>&#8211;<\/strong>Double Bubble Map<\/li>\n<\/ul>\n<ul>\n<li><strong>Map Guiding Question: <\/strong>How can we compare and contrast the United States approach to imperialism in Cuba and Puerto Rico?<\/li>\n<li><strong>Frame Guiding Question: <\/strong>In your opinion which of the two nations listed in this map received the fairest treatment from the U.S.?<\/li>\n<\/ul>\n<ul>\n<li><strong>SSR Activity-<\/strong>Corollary to the Monroe Doctrine December 6, 1904<\/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 analysis of key terms associated with the unit covering Chapter 10 by manipulating of vocabulary terms in a collaborative activity<\/li>\n<li>SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States along with the drafting of the Roosevelt Corollary by reading a primary source and answering a structured reflection question<\/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 Chapter 10 through the use of a vocabulary match-up activity<\/li>\n<li>Students will read and record information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba along with the drafting of the Roosevelt Corollary by annotating the article<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map and SSR Activity-Corollary to the Monroe Doctrine December 6, 1904<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Thinking Maps-<\/strong>Comparing U.S. Imperialism in Cuba and Puerto Rico<strong>&#8211;<\/strong>Double Bubble Map<\/p>\n<ul>\n<li><strong>Map Guiding Question: <\/strong>How can we compare and contrast the United States approach to imperialism in Cuba and Puerto Rico?<\/li>\n<li><strong>Frame Guiding Question: <\/strong>In your opinion which of the two nations listed in this map received the fairest treatment from the U.S.?<\/li>\n<\/ul>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Comparing-U.S.-Imperialism-in-Cuba-and-Puerto-Rico-Double-Bubble-Map-US.pdf\">Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map-US<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/The-Americans-Chapter-10-Section-3.pdf\">The Americans-Chapter 10-Section 3<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>SSR Activity-Corollary to the Monroe Doctrine December 6, 1904<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Roosevelt-Corollary-to-the-Monroe-Doctrine-SSR-w-discussion-questions.docx\">Roosevelt Corollary to the Monroe Doctrine-SSR w discussion questions<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>_______________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Wednesday-9\/26\/18: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What can you distinguish according to the primary source is the relationship between the state and federal government? 2.) What is the underlying theme of the primary source? 3.) Why do you believe that the author made it a point in the preamble to list the six purposes of government in their attempt to call for the ratification of a new Constitution?<strong>\u00a0 <\/strong><\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Video<\/strong>-FLVS Civics: Foundations &#8211; Checks and Balances (4:58 min)<\/li>\n<li><strong>Presentation-<\/strong>Chapter 3-Section 1-Basic Principle<\/li>\n<li><strong>Thinking Map-<\/strong>Federalism: Who Has the Power?-Double Bubble Map<\/li>\n<li><strong>Student Led Notes-<\/strong>Chapter 3-Section 1-Basic Principle<\/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 six basic concepts the United States Constitution was built around 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>Student will read and record information pertaining to the six basic concepts the United States Constitution was built around 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 3-Section 1-Basic Principle, Thinking Map-Federalism: Who Has the Power?-Double Bubble Map and Student Led Notes-Chapter 3-Section 1-Basic Principle<\/p>\n<p><strong>Presentation-Chapter 3-Section 1-Basic Principle<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-3-Section-1-Basic-Principles-2018.pptx\">Chapter 3-Section 1-Basic Principles-2018<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Thinking Map-Federalism: Who Has the Power?-Double Bubble Map<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Federalism-Double-Bubble-Map-Blank-Gov.pdf\">Federalism-Double Bubble Map-Blank-Gov<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Federalism-Double-Bubble-Map-Filled-Out-Gov.pdf\">Federalism-Double Bubble Map-Filled Out-Gov<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Student Led Notes-Chapter 3-Section 1-Basic Principle<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/09\/Chapter-3-Section-1-Guided-Notes-High-2018.doc\">Chapter 3-Section 1-Guided Notes-High-2018<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video<\/strong>&#8211;<strong>FLVS Civics: Foundations &#8211; Checks and Balances (4:58 min)<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"FLVS Civics: Foundations - Checks and Balances\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/6W8W3p9Ot7M?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 Wednesday-9\/26\/18: Bell Work-1.) Identify the main figure featured in this political cartoon? 2.) Discuss the historical significance of the political cartoon\u2019s title \u201cThe Big Stick in the Caribbean Sea\u201d? 3.) How effective are political cartoons like this in raising support for controversial actions taken by our government? \u00a0 Attendance- While Class is Doing&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/09\/26\/wednesday-september-26th-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-5406","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/5406","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=5406"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/5406\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=5406"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=5406"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=5406"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}