{"id":7452,"date":"2019-11-26T08:42:14","date_gmt":"2019-11-26T13:42:14","guid":{"rendered":"https:\/\/iblog.dearbornschools.org\/murrayr\/?p=7452"},"modified":"2019-11-26T09:04:42","modified_gmt":"2019-11-26T14:04:42","slug":"tuesday-november-26th-2019","status":"publish","type":"post","link":"https:\/\/iblog.dearbornschools.org\/murrayr\/2019\/11\/26\/tuesday-november-26th-2019\/","title":{"rendered":"Tuesday November 26th, 2019"},"content":{"rendered":"<p><strong>U.S. History<\/strong><\/p>\n<p><strong>Tuesday-11\/26\/19:<\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) Who is the author and who is the group of people the poem is focused on? 2.) After reading the primary source what questions might you ask of the author regarding his decision to write this particular poem? 3.) What changes would you recommend to the author in order to help more people emotionally connect with the poem? &nbsp;<\/li>\n<li><strong>Attendance-<\/strong> While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>Langston Hughes &amp; the Harlem Renaissance: Crash Course Literature 215 (11:31 min)<\/li>\n<\/ul>\n<ul>\n<li><strong><u>Reflection Question<\/u><\/strong><strong>:<\/strong> How did the work of Langston Hughes reflect the cultural awakening experienced by African American\u2019s during the Harlem Renaissance?<\/li>\n<\/ul>\n<ul>\n<li><strong>DBQ-<\/strong>Harlem Renaissance-DBQ-2018<\/li>\n<li><strong>Daily Objective-<\/strong><\/li>\n<\/ul>\n<ul>\n<li><strong>Content Objective:<\/strong>\n<ul>\n<li>SWD evaluation of the cultural, literary, artistic and musical movement that defined the African American community in New York during the Harlem Renaissance by interpreting the meaning of several primary source documents in a collaborative activity<\/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 cultural, literary, artistic and musical movement that defined the African American community in New York during the Harlem Renaissance by identifying key pieces of information contained in a DBQ packet with the help of a partner<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Supplemental Materials:<\/strong> <strong>DBQ-<\/strong>Harlem Renaissance-DBQ-2018<\/p>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/Harlem-Renaissance-DBQ-2018.docx\">Harlem-Renaissance-DBQ-2018<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/Harlem-Renaissance-DBQ-2018.docx\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n<p>\u00a0<\/p>\n<p><strong>Video-<\/strong>Langston Hughes &amp; the Harlem Renaissance: Crash Course Literature 215 (11:31 min)<\/p>\n<p><iframe loading=\"lazy\" title=\"Langston Hughes and the Harlem Renaissance: Crash Course Literature 215\" width=\"525\" height=\"295\" src=\"https:\/\/www.youtube.com\/embed\/ir0URpI9nKQ?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><u>Reflection Question<\/u><\/strong><strong>:<\/strong> How did the work of Langston Hughes reflect the cultural awakening experienced by African American\u2019s during the Harlem Renaissance?<\/li>\n<\/ul>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/Langston-Hughes-and-the-Harlem-Renaissance-Crash-Course-Literature-Video-Reflection-Sheet.docx\">Langston-Hughes-and-the-Harlem-Renaissance-Crash-Course-Literature-Video-Reflection-Sheet<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/Langston-Hughes-and-the-Harlem-Renaissance-Crash-Course-Literature-Video-Reflection-Sheet.docx\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n<p><\/p>\n<p>______________________________________________________________________________<\/p>\n<p><strong>Government<\/strong><\/p>\n<p><strong>Tuesday-11\/26\/19: <\/strong><\/p>\n<ul>\n<li><strong>Bell Work-<\/strong>1.) In your own words describe what Jefferson is implying are the benefits for the removal of Native Americans from<strong> \u201cwhite settlements\u201d? <\/strong>2.) What questions might you ask a member of Congress following this address by Tomas Jefferson? 3.) Imagine you were a Congressperson who disagreed with Jefferson\u2019s approach to Indian removal. What would you recommend to your fellow Congressmen as a better alternative to Jefferson\u2019s plan?&nbsp;<\/li>\n<li><strong>Attendance-<\/strong>While Class is Doing Bell Work<\/li>\n<li><strong>Video-<\/strong>What Is the Legislative Branch of the U.S. Government? | History (4:27 min)<\/li>\n<li><strong>Presentation-<\/strong>Chapter 10 Section 2 and 3<strong>&#8211;<\/strong>The House of Representatives and the Senate<strong>&nbsp; <\/strong><\/li>\n<li><strong>Activity-<\/strong>Michigan Gerrymandering Activity-2018<\/li>\n<li><strong>Article-<\/strong> How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018<\/li>\n<\/ul>\n<ul>\n<li>w\/Meta Log<\/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 synthesis of the qualifications and major roles of the men and women serving in Congress by interacting in a short presentation<\/li>\n<li>SWD analysis on the political issues caused by Gerrymandering and district reapportionment by outlining an article and answering reflection questions<\/li>\n<\/ul>\n<\/li>\n<li><strong>Language Objective: <\/strong>\n<ul>\n<li>Student will read and record information pertaining to the qualifications and major roles of the men and women serving in Congress through listening to a short lecture<\/li>\n<li>Students will read, record and discuss the political issues caused by Gerrymandering and district reapportionment by creating a double entry journal and answering guided reflection questions<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Supplemental Materials: <\/strong>Presentation-Chapter 10 Section 2 and 3-The House of Representatives and the Senate, Activity-Michigan Gerrymandering Activity-2018, Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w\/Meta Log<\/p>\n<p><\/p>\n<p><strong>Presentation-Chapter 10 Section 2 and 3-The House of Representatives and the Senate<\/strong><\/p>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/Chapter-10-Sections-2-and-3-The-House-of-Representatives.pptx\">Chapter-10-Sections-2-and-3-The-House-of-Representatives<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/Chapter-10-Sections-2-and-3-The-House-of-Representatives.pptx\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n<p><\/p>\n<p><strong>Activity-Michigan Gerrymandering Activity-2018<\/strong><\/p>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/Michigan-Gerrymandering-Activity-2018.docx\">Michigan-Gerrymandering-Activity-2018<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/Michigan-Gerrymandering-Activity-2018.docx\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n\n\n<p><\/p>\n<p><strong>Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w\/Meta Log<\/strong><\/p>\n\n\n<div class=\"wp-block-file\"><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/How-Racial-Gerrymandering-Deprives-Black-People-of-Political-Power-SSR-Article-High-2018.docx\">How-Racial-Gerrymandering-Deprives-Black-People-of-Political-Power-SSR-Article-High-2018<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/How-Racial-Gerrymandering-Deprives-Black-People-of-Political-Power-SSR-Article-High-2018.docx\" 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\/11\/SSR-Meta-Cognitive-Log-Template-Half-Sheet-Government.doc\">SSR-Meta-Cognitive-Log-Template-Half-Sheet-Government<\/a><a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-content\/uploads\/sites\/434\/2019\/11\/SSR-Meta-Cognitive-Log-Template-Half-Sheet-Government.doc\" class=\"wp-block-file__button\" download>Download<\/a><\/div>\n","protected":false},"excerpt":{"rendered":"<p>U.S. History Tuesday-11\/26\/19: Bell Work-1.) Who is the author and who is the group of people the poem is focused on? 2.) After reading the primary source what questions might you ask of the author regarding his decision to write this particular poem? 3.) What changes would you recommend to the author in order to&#8230;<a href=\"https:\/\/iblog.dearbornschools.org\/murrayr\/2019\/11\/26\/tuesday-november-26th-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-7452","post","type-post","status-publish","format-standard","hentry","category-class-news"],"_links":{"self":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/7452","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=7452"}],"version-history":[{"count":2,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/7452\/revisions"}],"predecessor-version":[{"id":7463,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/posts\/7452\/revisions\/7463"}],"wp:attachment":[{"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/media?parent=7452"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/categories?post=7452"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iblog.dearbornschools.org\/murrayr\/wp-json\/wp\/v2\/tags?post=7452"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}