{"id":5751,"date":"2018-11-16T08:19:54","date_gmt":"2018-11-16T13:19:54","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=5751"},"modified":"2018-11-16T09:10:05","modified_gmt":"2018-11-16T14:10:05","slug":"friday-november-16th-2018","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/11\/16\/friday-november-16th-2018\/","title":{"rendered":"Friday November 16th, 2018"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Friday-11\/16\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong> 1.) Who can you identify the main figure in the political cartoon? 2.) What questions might you ask Paul Robeson if you had the opportunity to interview him after reading the information on the graphic? 3.) In your opinion why was it so culturally significant in the 1920\u2019s to have positive African American figures like Paul Robeson in the public spotlight?<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Vocab Match-Up<\/strong>-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920\u2019s<strong>\u00a0 <\/strong><\/li>\n<li><strong>Procedure-<\/strong>Test Answer Key Set Up-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920\u2019s<\/li>\n<li><strong>Study Guide Review Time-<\/strong>Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920\u2019s<strong>\u00a0 <\/strong><\/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 Roaring Twenties by manipulating of vocabulary terms in a collaborative activity<\/li>\n<li>SWD evaluation of the materials covering the Roaring Twenties 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 orally match up important vocabulary terms pertaining to the unit covering the Roaring Twenties through the use of a vocabulary match-up activity<\/li>\n<li>Students will read, and write the key terms and important concepts covering the Roaring Twenties 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>Study Guide-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920\u2019s\u00a0<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-12-and-13-Learning-Targets-Study-Guide-Full-Page-2018.docx\">Chapter 12 and 13-Learning Targets Study Guide-Full Page-2018<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-12-and-13-Test-Materials.pptx\">Chapter 12 and 13-Test Materials<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Vocabulary-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920\u2019s<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-12-and-13-Vocab-Match-up-Review-Game-2.doc\">Chapter 12 and 13-Vocab Match up Review Game<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Textbook PDF&#8217;s-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920\u2019s\u00a0<\/strong><\/p>\n<p>Chapter 12-Politics of the Roaring Twenties<\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/The-Americans-Chapter-12-Section-1-1.pdf\">The Americans-Chapter 12-Section 1<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/The-Americans-Chapter-12-Section-2-1.pdf\">The Americans-Chapter 12-Section 2<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/The-Americans-Chapter-12-Section-3-1.pdf\">The Americans-Chapter 12-Section 3<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Chapter 13-The Roaring Life of the 1920\u2019s\u00a0<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/The-Americans-Chapter-13-Section-1-1.pdf\">The Americans-Chapter 13-Section 1<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/The-Americans-Chapter-13-Section-2-1.pdf\">The Americans-Chapter 13-Section 2<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/The-Americans-Chapter-13-Section-3-1.pdf\">The Americans-Chapter 13-Section 3<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/The-Americans-Chapter-13-Section-4-2.pdf\">The Americans-Chapter 13-Section 4<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Power Points-Chapter 12-Politics of the Roaring Twenties and Chapter 13-The Roaring Life of the 1920\u2019s<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-12-Section-1-Americans-Struggles-with-Post-War-Issues-1.pptx\">Chapter 12-Section 1-Americans Struggles with Post War Issues<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-12-Section-2-The-Harding-Presidency-1.pptx\">Chapter 12-Section 2- The Harding Presidency<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-12-Section-3-The-Businesses-of-America-1.pptx\">Chapter 12-Section 3- The Businesses of America<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-13-Section-1-Changing-Ways-of-Life-1.pptx\">Chapter 13-Section 1-Changing Ways of Life<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-13-Section-2-The-Twenties-Woman-1.pptx\">Chapter 13-Section 2-The Twenties Woman<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-13-Section-3-Education-and-Popular-Culture-1.pptx\">Chapter 13-Section 3- Education and Popular Culture<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-13-Section-4-The-Harlem-Renaissance-1.pptx\">Chapter 13-Section 4-The Harlem Renaissance<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>_______________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Friday-11\/16\/18:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What is the main difference between those who have less than a High School diploma and those with at least a High School diploma according to the data included in the document above? 2.) How might this information be useful if you were a political candidate running for office who is about to begin campaigning for President? 3.) What would happen to the chances of the Democratic candidate winning an election if he\/she were to gain the votes of those with less than a High School education or at least a High School education along with voters age thirty to forty-four? Would that give him\/her enough votes to win the election?<strong>\u00a0\u00a0 \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>What Is Lobbying and Can It Be Good? (3:00 min)<\/li>\n<li><strong>Presentation-<\/strong>Interest Groups (2018)\n<ul>\n<li>Interest Group-Part 1<\/li>\n<\/ul>\n<\/li>\n<li><strong>Frayer Model Vocabulary-<\/strong>Chapter 9-Interest Groups<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion<\/li>\n<li>SWD analysis of key terms associated with the unit covering the roles of interest groups in politics by defining and personalizing vocabulary terms in a vocabulary-based activity<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and participating in classroom discussions following a short lecture by the teacher<\/li>\n<li>Students will read and record important vocabulary terms pertaining to our unit covering the roles of interest groups in politics through the use of a frayer model vocabulary activity<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Presentation-Interest Groups (2018)-Interest Group-Part 1 and Frayer Model Vocabulary-Chapter 9-Interest Groups<\/p>\n<p><strong>Presentation-Interest Groups (2018)-Interest Group-Part 1 <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Interest-Groups-and-Lobbying-2018.pptx\">Interest Groups and Lobbying-2018<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Frayer Model Vocabulary-Chapter 9-Interest Groups<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-9-Frayer-Model-Gov.pdf\">Chapter 9-Frayer Model-Gov<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-9-Terms-and-Definitions.docx\">Chapter 9-Terms and Definitions<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2018\/11\/Chapter-9-Vocab-Match-up-Review-Game.doc\">Chapter 9-Vocab Match up Review Game<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Friday-11\/16\/18: Bell Work- 1.) Who can you identify the main figure in the political cartoon? 2.) What questions might you ask Paul Robeson if you had the opportunity to interview him after reading the information on the graphic? 3.) In your opinion why was it so culturally significant in the 1920\u2019s to have&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2018\/11\/16\/friday-november-16th-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-5751","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/5751","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=5751"}],"version-history":[{"count":0,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/5751\/revisions"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=5751"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=5751"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=5751"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}