How to navigate my blog….

Hello everyone!

Thank you for visiting.  I’m sure you’re here because you are looking for something specific.  Is it the online book? A study guide? A rubric? All can be found by clicking on the appropriate tab located on the left side of the screen.  Are you visiting from psychology class? Click or hover over the “Psychology” tab to find what you’re looking for.  Are you visiting from AP US History class? Hover over AP US History.  As always, you can email me with any questions at Ayoubs@dearbornschools.org.

Thank you!

 

Wayne County Regional Enhancement Education Millage Proposal

 

School districts in Wayne County have placed a proposal on the November 8th ballot to provide added funding for our schools. It is the “Regional Enhancement Millage Proposal.”

If approved by the entire county, the 2 mil proposal will generate approximately $6.2 million from Dearborn but the District will receive $7.8 million in additional funding for our schools.  Money would go to local schools starting this year and the millage expires after six years.  Continue reading

Wayne County Regional Enhancement Education Millage Proposal

 

School districts in Wayne County have placed a proposal on the November 8th ballot to provide added funding for our schools. It is the “Regional Enhancement Millage Proposal.”

If approved by the entire county, the 2 mil proposal will generate approximately $6.2 million from Dearborn but the District will receive $7.8 million in additional funding for our schools.  Money would go to local schools starting this year and the millage expires after six years.  Continue reading

Notice for AOL Email Accounts

Dear Parents,

If you are an AOL email user, please be aware that you may not receive email notifications due to AOL policies. We are working to resolve this issue with AOL.

Thank you for your patience while we work with AOL to make sure you get classroom notifications from your teacher.

Sincerely,

Technology Department

Psychology March 7, 2016

Psychology

March 7, 2016

 

Content Objective:

Students will demonstrate remembering of the brain and the functions of the brain by creating a circle map.

Students will demonstrate evaluation of the brain and the functions of the brain by creating inquiry questions.

Students will demonstrate evaluation of the functions of the brain by annotating informational text and responding to a guiding question.

Language Objective:

Students will record and orally share out terms about the brain and the functions of the brain in a circle map using the guiding question, “What is the brain?”

Students will record and orally share out inquiry questions about the brain and the functions of the brain that reflect student’s curiosity about the brain.

Students will annotate information text about the functions of the brain responding to the guiding question, “What is the brain?”

 

 

Bellwork:

 List five things you know about the brain.

Psychology Parts of the Brain and Their Functions

US History March 7, 2015

US History

March 7, 2015

 

Content Objectives:

Students will demonstrate analysis of the tensions between the U.S. and the Soviet Union after World War II by annotating texts into a double entry journal using a guiding question.

Language Objectives:

Students will read, record, and orally share out evidence of the tensions between the U.S. and the Soviet Union after World War II using the guiding question, “Which country is more to blame for the tensions that arose after World War II, the United States or Soviet Union?”

 

 

Bellwork:

       After what you have learned about communism, why do you think most Americans would not to live under a communist government?

 “Which country is more to blame for the tensions that arose after World War II, the United States or Soviet Union?”

 

  • Former Allies Clash p. 602
  • Tension Mounts p. 604
  • The Cold War In Europe p. 606
  • Superpowers Struggle over Germany p. 607

 “Which country is more to blame for the tensions that arose after World War II, the United States or Soviet Union?”

 

United States:

“Relations had worsened after Stalin learned the U.S. had tried to keep its development of the atomic bomb a secret”

 

United States:

“Although all three nations had intended to unify their zones, they had no written agreement with the Soviets guaranteeing free access to Berlin by road or rail”

 

United States:

“Truman Doctrine: it must be the policy of the U.S. to come to the aid of countries who are vulnerable to subjugation by armed minorities or outside pressures” –U.S. helps Greece and Turkey so Communism does not look appealing to their citizens

 

Soviet Union:

“Stalin set up a blockade of his part of Berlin”

US History February 24, 2016

US History

February 24, 2016

 

Content Objective:

Students will demonstrate analysis of the treatment of Japanese Americans in the United States by completing a LINK activity.

Students will demonstrate evaluation of the pros and cons of the use of the atomic bomb to end the war by annotating primary sources in preparation for a class debate.

Language Objective:

Students will read, record, listen, and orally share out responses to questions about the treatment of Japanese Americans in the United States such as, “Was the treatment of Japanese Americans during WWII justifiable?”

Students will read, record, and orally share evidence of the pros and cons of the use of the atomic bomb to end the war in a class debate with the question, “Was the use of the atomic bomb on Japan a successful U.S. military strategy?”

 

Bellwork:

Use the article Children in Internment Camps and the book to answer the following in a micro-argument:

 

       “Was the treatment of Japanese Americans during WWII justifiable?”

Claim

Transition

Evidence

Reason

Evidence

Reason

Conclusion

 

Read and annotate the text, US History The Atomic Bomb Primary Sources , using the following guiding question:

“Was the use of the atomic bomb on Japan a successful U.S. military strategy?”