{"id":6155,"date":"2019-01-25T09:38:55","date_gmt":"2019-01-25T14:38:55","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=6155"},"modified":"2019-01-25T09:38:55","modified_gmt":"2019-01-25T14:38:55","slug":"friday-january-28th-2019","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2019\/01\/25\/friday-january-28th-2019\/","title":{"rendered":"Friday January 28th, 2019"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Friday-1\/25\/19:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Who are the influential figures depicted in this political cartoon? 2.) What might the motive of Argentina be for jumping onto the Allies ship as its pulling away from the dock? What indication does that give for the shifting opinion of many European nations during the early days of WWII? 3.) Based on your background knowledge how would you explain the intended purpose of the artist in creating the political cartoon?<strong> \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Presentation-<\/strong>Chapter 16-Section 1-Dictators Threaten World Peace<\/li>\n<li><strong>Thinking Map-<\/strong>The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)<\/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 types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism by interacting in a short presentation<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective:<\/strong>\n<ul>\n<li>Student will read and record information pertaining to the types of totalitarian governments that took control in Russia, Italy, Germany and Japan while the United States retreated further into isolationism through listening to a short lecture<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Presentation-Chapter 16-Section 1-Dictators Threaten World Peace and Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)<\/p>\n<p><strong>Presentation-Chapter 16-Section 1-Dictators Threaten World Peace <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/01\/Chapter-16-Section-1-Dictators-Threaten-World-Peice-2019.pptx\">Chapter 16-Section 1-Dictators Threaten World Peice-2019<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Thinking Map-The Rise of Nationalism 1922-1941-Bubble Map (Chapter 16 Section 1)<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/01\/Fascism-During-WWII-Chapter-16-Section-1-Collaborative-Thinking-Map.docx\">Fascism During WWII-Chapter 16-Section 1-Collaborative Thinking Map<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>__________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Friday-1\/25\/19:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Hypothesize the reason for limiting these particular freedoms listed on the political cartoon? 2.) Based upon the evidence, explain your choice as to which of these freedoms the government is most justified in limiting? 3.) What criteria would you use to assess what type of freedoms should be limited in the future?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Presentation-<\/strong> Chapter 1-Section 1-Government and the State (12 Slides)<\/li>\n<li><strong>Article-<\/strong>The 10 Best Things Government Has Done for Us<\/li>\n<li>By Rex Nutting<\/li>\n<\/ul>\n<ul>\n<li>with Meta-log<\/li>\n<\/ul>\n<ul>\n<li><strong>Notes-<\/strong>Chapter 1-Section 1-Government and the State<\/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 the four main political theories a society must considered when forming a new political state by interacting in a short presentation and creating a set of student-centered guided notes<\/li>\n<li>SWD analysis of a subjective view presenting ten important things our government has done to improve the lives of the American people by outlining an article and answering reflection questions<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read and record information on the four main political theories a society must considered when forming a new political state through listening to a short lecture and creating student centered guided notes<\/li>\n<li>Students will read, record and discuss a subjective view presenting ten important things our government has done to improve the lives of the American people by completing an inquiry based meta-log<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Presentation- Chapter 1-Section 1-Government and the State (12 Slides), Article-The 10 Best Things Government Has Done for Us By Rex Nutting\/ with Meta-log and Notes-Chapter 1-Section 1-Government and the State<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Presentation- Chapter 1-Section 1-Government and the State (12 Slides)<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/01\/Chapter-1-Section-1-Government-and-the-State-2018-1.pptx\">Chapter 1-Section 1-Government and the State-2018<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Article-The 10 Best Things Government Has Done for Us By Rex Nutting\/ with Meta-log\u00a0<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/01\/The-10-Best-Things-Government-Has-Done-For-Us-SSR-Article-2019.docx\">The 10 Best Things Government Has Done For Us-SSR Article-2019<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/01\/The-10-Best-Things-Government-Has-Done-For-US-SSR-Meta-Cognitive-Log-Template.doc\">The 10 Best Things Government Has Done For US-SSR-Meta-Cognitive Log-Template<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong> Notes-Chapter 1-Section 1-Government and the State<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/01\/Chapter-1-Section-1-3-Guided-Notes-2018.docx\">Chapter 1-Section 1-3-Guided Notes-2018<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Friday-1\/25\/19: Bell Work-1.) Who are the influential figures depicted in this political cartoon? 2.) What might the motive of Argentina be for jumping onto the Allies ship as its pulling away from the dock? What indication does that give for the shifting opinion of many European nations during the early days of WWII?&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2019\/01\/25\/friday-january-28th-2019\/\">&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-6155","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/6155","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=6155"}],"version-history":[{"count":1,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/6155\/revisions"}],"predecessor-version":[{"id":6163,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/6155\/revisions\/6163"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=6155"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=6155"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=6155"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}