{"id":6221,"date":"2019-02-13T07:52:26","date_gmt":"2019-02-13T12:52:26","guid":{"rendered":"http:\/\/iblog.dearbornschools.org\/murrayr\/?p=6221"},"modified":"2019-02-13T07:57:39","modified_gmt":"2019-02-13T12:57:39","slug":"wednesday-february-13th-2019","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2019\/02\/13\/wednesday-february-13th-2019\/","title":{"rendered":"Wednesday February 13th, 2019"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Wednesday-1\/13\/19: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What is the main idea behind the political cartoon? 2.) What inference can you make about Germany\u2019s military position based on the fact that they are being \u201cput through the wringer\u201d? 3.) Based on your prior knowledge and the elements contained within the political cartoon what could you predict might be the most likely outcome regarding which wringer Germany will make it through?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<\/ul>\n<ul>\n<li><strong>Vocab Match-Up Activity-<\/strong>Chapter 16-World War Looms<\/li>\n<li><strong>Test Form Set Up-<\/strong> Chapter 16-World War Looms<\/li>\n<li><strong>Study Guide Review Time-<\/strong>Chapter 16-World War Looms<\/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 our unit covering the shift in European leadership and the mounting conflicts that led to WWII through the manipulating of vocabulary terms in a collaborative activity<\/li>\n<li>SWD evaluation of the materials covered in our unit that focuses on the events that facilitated Americas entry into WWII 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 our unit covering the shift in European leadership and the mounting conflicts that led to WWII by using a vocabulary match-up activity<\/li>\n<li>Students will read, and write the key terms and important concepts covered in our unit which focuses on the events that facilitated Americas entry into WWII by completing a structured inquiry based study guide<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Supplemental Materials: <\/strong>Presentation-Chapter-16-Section 4-America Moves Towards War and Study Guide-Chapter 16-World War Looms<\/p>\n<p><strong>Presentation-Chapter-16-Section 4-America Moves Towards War <\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/Chapter-16-Section-4-America-Moves-Towards-War.pptx\">Chapter 16-Section 4-America Moves Towards War<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Study Guide-Chapter 16-World War Looms<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/Chapter-16-Learning-Target-Study-Guide-2019-Full-Page.docx\">Chapter 16-Learning Target Study Guide-2019-Full Page<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/Chapter-16-World-War-Looms-Test-Materials.pptx\">Chapter 16-World War Looms-Test Materials<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Textbook PDF&#8217;s-Chapter 16-World War Looms<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/The-Americans-Chapter-16-Section-1.pdf\">The Americans-Chapter 16-Section 1<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/The-Americans-Chapter-16-Section-2.pdf\">The Americans-Chapter 16-Section 2<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/The-Americans-Chapter-16-Section-3-1.pdf\">The Americans-Chapter 16-Section 3<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/The-Americans-Chapter-16-Section-4.pdf\">The Americans-Chapter 16-Section 4<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Power Points-Chapter 16-World War Looms<\/strong><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/Chapter-16-Section-1-Dictators-Threaten-World-Peice-2019.pptx\">Chapter 16-Section 1-Dictators Threaten World Peice-2019<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/Chapter-16-Section-2-War-in-Europe-PPT-2019.pptx\">Chapter 16-Section 2-War in Europe-PPT-2019<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/Chapter-16-Section-3-The-Holocaust-1.pptx\">Chapter 16-Section 3-The Holocaust<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/Chapter-16-Section-4-America-Moves-Towards-War-1.pptx\">Chapter 16-Section 4-America Moves Towards War<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>__________________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Wednesday-2\/13\/19: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Which of the two speakers debating ratification do you believe would most likely be considered a \u201cFederalist\u201d?<strong> *Please justify your reasoning <\/strong>2.) After reading the debate contained in the primary source list two to three questions that would help you understand the speaker\u2019s position in this document? 3.) After reading the position of both speakers in the primary source document please discuss which of the two speakers you agree with most in regards to the potential of ratifying a new Constitution?<strong> *Give specific examples as to why you chose to align yourself with the speaker you did<\/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)\n<ul>\n<li>or What Were the Articles of Confederation? | History (2:28 min)<\/li>\n<\/ul>\n<\/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\/2019\/02\/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\/2019\/02\/The-Articles-of-Confederation-and-Perpetual-Union.docx\">The Articles of Confederation and Perpetual Union<\/a><\/p>\n<p><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/02\/Articles-of-Confederation-Activity-Notes-Sheet-2018.doc\">Articles of Confederation Activity-Notes Sheet-2018<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Video Notes-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<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Wednesday-1\/13\/19: Bell Work-1.) What is the main idea behind the political cartoon? 2.) What inference can you make about Germany\u2019s military position based on the fact that they are being \u201cput through the wringer\u201d? 3.) Based on your prior knowledge and the elements contained within the political cartoon what could you predict might&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2019\/02\/13\/wednesday-february-13th-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-6221","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/6221","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=6221"}],"version-history":[{"count":2,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/6221\/revisions"}],"predecessor-version":[{"id":6226,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/6221\/revisions\/6226"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=6221"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=6221"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=6221"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}