{"id":7289,"date":"2019-10-31T12:18:18","date_gmt":"2019-10-31T16:18:18","guid":{"rendered":"https:\/\/iblog.dearbornschools.org\/murrayr\/?p=7289"},"modified":"2019-10-31T12:18:43","modified_gmt":"2019-10-31T16:18:43","slug":"thursday-october-31st-2019","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2019\/10\/31\/thursday-october-31st-2019\/","title":{"rendered":"Thursday October 31st, 2019"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Thursday-10\/31\/19:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Based on the information contained within the primary source create a definition in your own words for the Sedition Act. 2.) What freedoms are suspended by the Sedition Act and what are some of the problems that might happen as a result of this act being passed? 3.) How would you have handled the passage of this act if you were an American citizen living in 1918? Would you have taken a similar approach to Eugene Debs or would you bite your tongue in fear of getting arrested?<strong> \u00a0<\/strong><\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>The Lost Battalion (Day 2)<\/li>\n<\/ul>\n<ul>\n<li>w\/ Guided Video Questions<\/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 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<\/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<\/ul>\n<\/li>\n<\/ul>\n<p>\u00a0<\/p>\n<p><strong>Supplemental Materials: Video-The Lost Battalion-Guided Video Questions<\/strong><\/p>\n<p><\/p>\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/10\/The-Lost-Battalion-Video-Questions-Updated-2019.docx\">The-Lost-Battalion-Video-Questions-Updated-2019<\/a><a class=\"wp-block-file__button\" href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/10\/The-Lost-Battalion-Video-Questions-Updated-2019.docx\" download=\"\">Download<\/a><\/div>\n<p><\/p>\n<p>\u00a0<\/p>\n<p>https:\/\/www.youtube.com\/watch?v=mS09qNCFNqs<\/p>\n<p>\u00a0<\/p>\n<p>______________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Thursday-10\/31\/19: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Based on the map interpret why a correlation exists between location and negative attitudes toward women&#8217;s suffrage? 2.) Based on historical data identify the motives behind the decision of certain states to grant women suffrage prior to it becoming a federal law?\u00a03.) Imagine you\u2019re part of the majority of citizens living in the black states (non-suffrage states) how would you feel about the passage of the 19th Amendment?<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>On National Voter Registration Day We Look at America&#8217;s Voting Problem (2:01 min)<\/li>\n<li><strong>Presentation-<\/strong>Chapter 6-Section 4-Voter Behavior<\/li>\n<li><strong>Notes-<\/strong>Chapter 6-Section 3-Suffrage and Civil Rights<\/li>\n<li><strong>Notes-<\/strong>Chapter 6-Section 4-Voter Behavior<\/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 creation of Congressional legislation designed to support civil liberties and strengthen voting rights by outlining important information in guided notes<\/li>\n<li>SWD analysis of the factors that influence voting behavior and contribute to varying levels of voter turnout by outlining important information in guided notes<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Students will read and record information pertaining to the creation of Congressional legislation designed to support civil liberties and strengthen voting rights by reading through text and completing a set of student led guided notes.<\/li>\n<li>Students will read and record information pertaining to the factors that influence voting behavior and contribute to varying levels of voter turnout by reading through text and completing a set of student led guided notes.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>\u00a0<\/p>\n<p><strong>Supplemental Materials:\u00a0<\/strong>Presentation-Chapter 6-Section 4-Voter Behavior, Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior<\/p>\n<p>\u00a0<\/p>\n<p><strong>Presentation-Chapter 6-Section 4-Voter Behavior<\/strong><\/p>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/10\/Chapter-6-Section-4-Voter-Behavior.pptx\">Chapter-6-Section-4-Voter-Behavior<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/10\/Chapter-6-Section-4-Voter-Behavior.pptx\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n<p>\u00a0<\/p>\n<p><strong>Notes-Chapter 6-Section 3-Suffrage and Civil Rights and Notes-Chapter 6-Section 4-Voter Behavior<\/strong><\/p>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/10\/Chapter-6-Section-1-4-Guided-Notes-High-2019-1.docx\">Chapter-6-Section-1-4-Guided-Notes-High-2019-1<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/10\/Chapter-6-Section-1-4-Guided-Notes-High-2019-1.docx\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n<p>\u00a0<\/p>\n<p><strong>Textbook PDF-Chapter 6-Voter and Voter Behavior<\/strong><\/p>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/10\/Chapter-6-Voter-and-Voter-Behavior-Textbook-PDF.pdf\">Chapter-6-Voter-and-Voter-Behavior-Textbook-PDF<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/10\/Chapter-6-Voter-and-Voter-Behavior-Textbook-PDF.pdf\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n<p>\u00a0<\/p>\n<p>\u00a0<\/p>\n<p>\u00a0<\/p>","protected":false},"excerpt":{"rendered":"<p>U.S. History Thursday-10\/31\/19: Bell Work-1.) Based on the information contained within the primary source create a definition in your own words for the Sedition Act. 2.) What freedoms are suspended by the Sedition Act and what are some of the problems that might happen as a result of this act being passed? 3.) How would&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2019\/10\/31\/thursday-october-31st-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-7289","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/7289","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=7289"}],"version-history":[{"count":2,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/7289\/revisions"}],"predecessor-version":[{"id":7294,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/7289\/revisions\/7294"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=7289"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=7289"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=7289"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}