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
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Technology Department
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.
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?”
“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
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?”
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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?”
Read and annotate the article linked below. Either on the article or on a separate sheet of paper, identify the following from the article:
The hypothesis
Variables (Both dependent and independent)
Any Bias
Participants
Results
Issues with results
US History.
February 16, 2016
Content Objective:
Students will demonstrate evaluation of the Holocaust by annotating oral histories to write diary journals of a day in the life of a victim.
Language Objective:
Students will read, record, and orally share out evidence of the experience of Holocaust victims by talking to the text using the guiding question, “What was it like for Holocaust victims once they arrived into the camps?”
Bellwork:
Write a letter describing the most memorable day in your life. Pretend you are writing to a friend on the other side of the world.
Classwork:
Choose from the following to portray the conditions of the Holocaust:
2 page letter from a Holocaust victim to a loved one
1 page rap, song, or poem
2 page play
2 page journal/diary entry
Psychology
February 16, 2016
Content Objective:
Students will demonstrate evaluation of the similarities and differences between psychoanalysis and behaviorism by cooperatively creating a thinking map.
Language Objective:
Students will read, record, and orally share out the similarities and differences between psychoanalysis and behaviorism by creating a double bubble map with the guiding question, “How do the major theories of human behavior compare?”
Bellwork:
Think of a time where positive or negative reinforcement have shaped the way you behave. Describe your experience.
Map guiding question: (Double-Bubble Map)
How do the major theories of human behavior compare?
-Psychoanalysis
-Behaviorism