{"id":7023,"date":"2019-09-12T09:29:04","date_gmt":"2019-09-12T13:29:04","guid":{"rendered":"https:\/\/iblog.dearbornschools.org\/murrayr\/?p=7023"},"modified":"2019-09-12T09:29:08","modified_gmt":"2019-09-12T13:29:08","slug":"thursday-september-12th-2019","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2019\/09\/12\/thursday-september-12th-2019\/","title":{"rendered":"Thursday September 12th, 2019"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Thursday-9\/12\/19:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) What would happen according to Wilson if \u201cthe government is to tell big businessmen how to run their business\u201d? 2.) Judge the value of Wilson\u2019s statement \u201cI don\u2019t care how benevolent the master is going to be, I will not live under a master. That is not what America was created for\u201d. What is underlying theme of his comment? 3.) Based on the primary source if you were in Wilson\u2019s position as president please develop a proposal for government regulation that would punish a company for becoming too powerful?<strong> *Be sure to include what types of punishments a company might face \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Video<\/strong>-Women\u2019s Suffrage: Crash Course US History #31 (13:30 min)<\/li>\n<\/ul>\n<ul>\n<li><strong>Reflection Question<\/strong>: What challenges did women face during the early 1900\u2019s and how did the suffrage movement lead to new freedoms for women?<\/li>\n<\/ul>\n<ul>\n<li><strong><u>T2T Activity<\/u><\/strong><strong>&#8211;<\/strong>Grover Cleveland\u2019s Defense of True Womanhood, 1905\n<ul>\n<li><strong><u>Discussion Questions:<\/u><\/strong> 1.) What is the underlying theme of this primary source? 2.) Which of Cleveland\u2019s comments struck you as interesting? 3.) Based on the primary source which side of the debate would Cleveland side within terms of equal rights? 4.) How do you feel about the position Cleveland takes regarding the role of women?<\/li>\n<\/ul>\n<\/li>\n<li><strong><u>Daily Objective<\/u><\/strong><strong>&#8211;<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD evaluation of the struggle for full suffrage among women by interpreting the meaning of a primary source documents<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read, discuss and record information pertaining to the struggle for full suffrage among women by identifying key pieces of information contained in a primary source document<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n<p>Supplemental Materials: <strong><u>T2T Activity<\/u><\/strong><strong>&#8211;<\/strong>Grover Cleveland\u2019s Defense of True Womanhood, 1905<\/p>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/09\/T2T-Activity-Grover-Clevelands-Defense-of-True-Womanhood-1905.pdf\">T2T-Activity-Grover-Clevelands-Defense-of-True-Womanhood-1905<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/09\/T2T-Activity-Grover-Clevelands-Defense-of-True-Womanhood-1905.pdf\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/09\/T2T-Activity-Grover-Clevelands-Defense-of-True-Womanhood-1905.docx\">T2T-Activity-Grover-Clevelands-Defense-of-True-Womanhood-1905<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/09\/T2T-Activity-Grover-Clevelands-Defense-of-True-Womanhood-1905.docx\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n<ul>\n<li><strong>Video Link-Women\u2019s Suffrage: Crash Course US History #31 (13:30 min)<\/strong><\/li>\n<\/ul>\n<p><iframe loading=\"lazy\" title=\"Women&#039;s Suffrage: Crash Course US History #31\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/HGEMscZE5dY?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<ul>\n<li><strong>Reflection Question<\/strong>: What challenges did women face during the early 1900\u2019s and how did the suffrage movement lead to new freedoms for women?<\/li>\n<\/ul>\n\n<p>______________________________________________________________________________<\/p>\n\n<p><strong>Government<\/strong><\/p>\n<p><strong>Thursday-9\/12\/19: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-1.) <\/strong>In your own words can you explain what Washington means when he says <strong>\u201cThirteen sovereignties pulling against each other, and all tugging at the federal head\u201d<\/strong>? 2.) According to Washington, what might be some of the problems that could emerge if the nation if it stayed as a confederation? 3.) In your personal opinion is there a better solution to the issue of merging thirteen fiercely independent entities than Washington is suggesting or is his simplified approach sufficient enough for the historical time period he was living in? \u00a0<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong> America the Story of Us: Declaration of Independence | History (3:59 min)<\/li>\n<\/ul>\n<ul>\n<li>Also available in America the Story of Us-Episode 2- Revolution (5:12 to 8:04 min)<\/li>\n<\/ul>\n<ul>\n<li><strong>Presentation-<\/strong>Chapter 2-Section 2-The Coming of Independence<\/li>\n<li><strong>Activity-<\/strong>Breaking Down the Declaration of Independence<\/li>\n<\/ul>\n<ul>\n<li>Creating a set of guided notes that will break down the six main parts of the Declaration of Independence<\/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 the massive divide in ideology that led to the creation of the Declaration of Independence by interacting in a short presentation<\/li>\n<li>SWD evaluation of the fundamental changes introduced in the Declaration of Independence by examining a primary source and secondary documents and creating personalized notes within a collaborative activity<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through listening to a short lecture<\/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<p>\u00a0<\/p>\n<p><strong>Supplemental Materials: <\/strong>Presentation-Chapter 2-Section 2-The Coming of Independence, Activity-Breaking Down the Declaration of Independence<\/p>\n<p><strong>Presentation-Chapter 2-Section 2-The Coming of Independence<\/strong><\/p>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/09\/Chapter-2-Origins-of-Government-Condensed-2017.pptx\">Chapter-2-Origins-of-Government-Condensed-2017<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/09\/Chapter-2-Origins-of-Government-Condensed-2017.pptx\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n<p><strong>Activity-Breaking Down the Declaration of Independence<\/strong><\/p>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/09\/Declaration-of-Independence-Activity-Sections-I-through-V-2019.pdf\">Declaration-of-Independence-Activity-Sections-I-through-V-2019<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/09\/Declaration-of-Independence-Activity-Sections-I-through-V-2019.pdf\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/09\/Declaration-of-Independence-Activity-Notes-Sheet-2019.doc\">Declaration-of-Independence-Activity-Notes-Sheet-2019<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/09\/Declaration-of-Independence-Activity-Notes-Sheet-2019.doc\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Thursday-9\/12\/19: Bell Work-1.) What would happen according to Wilson if \u201cthe government is to tell big businessmen how to run their business\u201d? 2.) Judge the value of Wilson\u2019s statement \u201cI don\u2019t care how benevolent the master is going to be, I will not live under a master. That is not what America was&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2019\/09\/12\/thursday-september-12th-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-7023","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/7023","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=7023"}],"version-history":[{"count":1,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/7023\/revisions"}],"predecessor-version":[{"id":7028,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/7023\/revisions\/7028"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=7023"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=7023"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=7023"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}