{"id":5590,"date":"2018-10-29T09:10:49","date_gmt":"2018-10-29T13:10:49","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=5590"},"modified":"2018-10-29T10:31:59","modified_gmt":"2018-10-29T14:31:59","slug":"monday-october-29th-2018","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/10\/29\/monday-october-29th-2018\/","title":{"rendered":"Monday October 29th, 2018"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Monday-10\/29\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What is the main idea of the primary source? 2.) Using the information contained within the primary source please identify Wilson\u2019s feelings towards the people of Germany? 3.) Using the primary source above please describe Wilson\u2019s reason for wanting to go to war. Based on your personal beliefs can you defend Wilson\u2019s reasoning or do you disagree with the approach he is trying to take?<strong> *Please thoroughly explain your reasoning \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>The Lost Battalion (Day 3)<\/li>\n<\/ul>\n<ul>\n<li>w\/ Guided Video Questions<\/li>\n<\/ul>\n<ul>\n<li><strong>Guided Tour-<\/strong>Chapter 12-Politics\u00a0 of the Roaring Twenties<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD knowledge of the characteristics of trench warfare and the strategic military strategies used during WWI by watching a film and identifying key information that will help facilitate a classroom discussion on the major changes in the style of war that emerged during WWI<\/li>\n<li>SWD applications of the important political\/historical figures, events and evidentiary text pertaining to the political landscape existing in the 1920\u2019s through compiling information on a guided tour worksheet<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will watch, listen and record information pertaining to the characteristics of trench warfare and the strategic military strategies used during WWI through watching a movie and recording key pieces of information to help answer guided questions that will help us in a class discussion about the changes in combat during WWI<\/li>\n<li>Students will write answers to guided questions that require examination of the additional supporting resources\/information pertaining to the political landscape existing in the 1920\u2019s by completing a Guided Tour activity<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Video Questions-The Lost Battalion and Guided Tour-Chapter 12-Politics\u00a0 of the Roaring Twenties<\/p>\n<p><strong>Video Questions-The Lost Battalion<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/10\/Lost-Battalion-Video-Questions-2017-1.doc\">Lost Battalion-Video Questions-2017<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong> Guided Tour-Chapter 12-Politics\u00a0 of the Roaring Twenties<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/10\/Chapter-12-Guided-Tour.doc\">Chapter 12-Guided Tour<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/10\/Chapter-12-Textbook-PDFs.pdf\">Chapter 12-Textbook-PDFs<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video-The Lost Battalion<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"The Lost Battalion ( full movie )\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/PyJwtC8kwJM?start=1&#038;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>Monday-10\/29\/18<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What is the underlying theme of the timeline above? 2.)\u00a0 What questions might you ask of the members of the Electoral College after examining the information presented in the timeline? 3.) What changes might you recommend to help alleviate some of the problems that emerge when the results of the Electoral College and the popular vote differ?<\/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\/ Annotating text activity with 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 Material: <\/strong>Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)-Universal Requirements-Citizenship, Residence and Age, and SSR Article-Give Ex-Cons the Right to Vote w\/ Annotating text activity with SSR-Meta-Cognitive Log-Template-Half-Sheet<\/p>\n<p><strong>Presentation-Chapter 6-Section 2-Voter Qualification (Part 1)-Universal Requirements-Citizenship, Residence and Age<br \/>\n<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/10\/Chapter-6-Section-2-Voter-Qualifications-Power-Point.ppt\">Chapter 6-Section 2-Voter Qualifications-Power Point<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>SSR Article-Give Ex-Cons the Right to Vote w\/ Annotating text activity with SSR-Meta-Cognitive Log-Template-Half-Sheet<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/10\/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\/10\/SSR-Meta-Cognitive-Log-Template-Half-Sheet-US-History.doc\">SSR-Meta-Cognitive Log-Template-Half-Sheet-US History<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Clip-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?start=6&#038;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><strong>Video Clip-Why Florida&#8217;s Ex-Felons Should Be Able to Vote | NYT \u2013 Opinion (3:58 min)<\/strong><\/p>\n<p><iframe loading=\"lazy\" title=\"Why Florida&#039;s Ex-Felons Should Be Able to Vote | NYT - Opinion\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/hCNIyHid5LM?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 Monday-10\/29\/18: Bell Work-1.) What is the main idea of the primary source? 2.) Using the information contained within the primary source please identify Wilson\u2019s feelings towards the people of Germany? 3.) Using the primary source above please describe Wilson\u2019s reason for wanting to go to war. Based on your personal beliefs can you&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/10\/29\/monday-october-29th-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-5590","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/5590","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=5590"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/5590\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=5590"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=5590"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=5590"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}