U.S. History
Good afternoon everyone,
As you may have seen Dearborn Public Schools has submitted their plan for closing out our school year using extended remote learning and it has been approved by the Michigan Department of Education. If you are interested in reading our districts complete plan, a summary of how the plan impacts elementary, middle and high school students, along with grading criteria for each grade level can be found at: https://dearbornschools.org/services/dearborn-public-schools-continuity-of-learning-plan/ .
You can also check out this video posted by Dr. Maleyko on our Approval of the Continuity of Learning plan. https://youtu.be/BBF9D4DigPE . Our school year will conclude as planned on Thursday June 11th, 2020.
Most importantly please take a few minutes to view this message from Mrs. Alcodray regarding the Fordson Learning Plan Schedule.
https://drive.google.com/file/d/19Kdr-hECZgQcXDqFbPfsBaKkCIkFDws6/view
Here is a link to a google doc containing the Fordson Learning Plan:
https://docs.google.com/
Included in the rest of our our post today will be two key pieces of information. First in section one (I) I will include Ms. Colter and my plan for our weekly schedule using remote learning. Please read this carefully b/c it contains information pertaining to our newly updated office ours and requirements for scheduled Google hangouts. The second section (II) will contain our vocabulary words for Chapter 19 and the articles we would like you to read this week. There is also the template for the reflection log as well.
Be sure to check your email over the next few days in order to stay updated about additional changes. Feel free to email me with any questions that you have, and I will get back to you as soon as I can. Also, I have updated your grades based on the reflections logs that were submitted over the last month.
I. Remote Learning Schedule
Mr. Murray’s and Ms. Colter’s U.S. History Remote Learning Weekly Schedule
Guidelines and Instructions for Weekly Assignments–
- Every Monday morning, I will post the following things on the iblog:
- A set of vocabulary words that will help support your understanding of content related words associated with the chapter.
- Four content related articles designed to further your understanding of the topic/standards assigned to that week.
- Instructions for a reading reflection log.
- The vocabulary words are for you to review and use in your reading reflection (if they fit contextually) to strengthen your response.
- You will be responsible for reading all four of the articles at some point throughout the week. Each article will take you five to ten minutes to read and your reading reflection should take you roughly twenty minutes. Your reading reflection (only one per week is required) will be due by 11:59 pm on the Sunday night of that week but can be sent in earlier if you finish during the week. Please send your reflection to murrayr@dearbornschools.org and I will continue to give you individual feedback and advice.
- Students will be required to attend a minimum of three google hangouts throughout the last eight weeks of the school year. You can earn one additional sessions worth of points (20 pts) by attending a fourth session. Each hour will be assigned a specific day and time for attending our google hangouts. If you are unable to attend at that day or time due to work or family obligations you must email me in advance so I can make accommodations or send you information on one of the other meetings that you can attend. I will email each class their link and pin number by 10:00 am on the day you are scheduled to meet.
|
Google Hangout/Mr. Murray’s Office Hour Schedule |
||
|
Monday |
10:00 am to 11:00 am-Weekly work will be posted on our iblog site: https://iblog.dearbornschools.org/murrayr/ |
11:00 am to 2:00 pm-Office hours for student/parent contact |
|
Tuesday |
1st Hour-Google Hangout 1:00 to 1:40 pm |
2nd Hour-Google Hangout 2:00 to 2:40 pm |
|
Wednesday |
3rd Hour-Google Hangout 1:00 to 1:40 pm |
2:00 to 2:40-Office hours for student/parent contact |
|
Thursday |
5th Hour-Google Hangout 1:00 to 1:40 pm |
2:00 to 2:40-Office hours for student/parent contact |
|
Friday |
11:00 am to 12:00 pm-U.S. History Online PLC Staff Meeting. I will be unable to respond to students of parents during this time. |
12:00 pm to 2:00 pm-Office hours for student/parent contact |
*Although these are my official hours, I may use additional times to grade and submit feedback to you. So be sure to keep an eye out for your feedback.
- Each reading reflection will be graded on a 10-point scale and each Google hangout attended is worth 20 points.
- 8 remaining weekly reflections x 10 points each = 80 total points
- 3 google hangouts x 20 points = 60 total points
- For each class, if a student participates in the learning, he/she will receive credit. The following will apply:
- Students who do the following will earn the grade of A recorded:
- Engage in at least 75% of the remote lessons and hangouts.
- Minimum of six reflection submissions and three attended Google hangouts
- Submit and earn a passing grade on at least 75% of the assignments.
- Engage in at least 75% of the remote lessons and hangouts.
- Students who do the following will earn the grade of G which awards credit:
- Engage in 60-74% of the remote lessons and hangouts.
- Submission of five reflection logs and two attended Google hangouts
- Submit and earn a passing grade on at least 60-74% of the assignments.
- Engage in 60-74% of the remote lessons and hangouts.
- Students who do the following will earn the grade of N which is no credit given:
- Engage in less than 60% of the remote lessons and hangouts.
- Submission of four or less reflection logs and attending one or no Google hangouts
- Submit and earn a passing grade on less than 60% of the assignments.
- Engage in less than 60% of the remote lessons and hangouts.
- If a student chooses not to participate and cannot be reached despite numerous attempts, the student receives N for no credit.
- Any student who receives no credit will have to attend summer school for credit recovery. (Students must meet the Michigan Merit Curriculum requirements and earn 23 credits to graduate.)
- Weekly Topic Schedule:
- Week: 4/20 to 4/24 Topic: Chapter 19-Post War Boom
- Week: 4/27 to 5/01 Topic: Chapter 20-New Frontier and the Great Society
- Week: 5/04 to 5/08 Topic: Chapter 21-Civil Rights
- Week: 5/11 to 5/15 Topic: Chapter 21-Civil Rights and Chapter 22-The Vietnam Years (Two articles from each)
- Week: 5/18 to 5/22 Topic: Chapter 22-The Vietnam Years
- Week: 5/25 to 5/29 Topic: Chapter 23-Era of Social Change
- Week: 6/01 to 6/05 Topic: Vietnam (Two articles and instructions for the final essay/project)
- Week: 6/08 to 6/11 Topic: Support students and grade final essay/project
II. Weekly Post
Here is our post for this week:
Vocabulary Terms-Chapter 19-Post War Boom
Baby Boom– A time period marked by a greatly increased birthrate of American Children born during the late 1940’s through the early 1960’s.
Beat Movement– An expression of the social and literary nonconformity of artists, poets and writers during the 1960’s.
Consumerism– The belief that success is achieved by purchasing large amounts of material goods.
Fair Deal– Government programs introduced under President Truman that acted as an extension of FDR’s New Deal policies that included compulsory healthcare systems and crop-subsidy systems.
Federal Communication Commission (FCC)– The government agency that regulates and licenses television, telephones, radios, telegraphs and any other mediums operating within the communications industry.
Franchise– A company that offers a similar product or service in many locations.
Mass Media– A means of communication that reaches a widespread audience.
Planned Obsolescence– A policy where manufactures purposely produced products that easily wore out becoming quickly outdated and obsolete.
Suburbs– Small residential communities located around surrounding cities.
Urban Renewal– This congressional act called for tearing down old rundown neighborhoods and constructing low-income housing in its place.
Today’s Reflection:
For this week we are asking that you read the four articles posted below which examines the lives of Americans living in the post war 1950’s world. Remember that you are required to read all four articles, but you only have to submit a reflections log for one of the articles. After you compete the reflection sheet posted in the supplemental materials section on this post please save the document as a word document or google doc email it to me at murrayr@dearbornschools.org by 11:59 pm on Sunday April 26th. Be sure to use the check list I have included to make sure that you don’t skip a step.
This week’s email header title: US History Reflection-Week Thirty-Five- (Insert Name)- (Insert Hour) Hour
Ex. US History Reflection-Week Thirty-Five-Ali Bazzi-First Hour
Have a great week,
Mr. Murray and Ms. Colter
This Week’s Articles:
Article One:
Article-Jackie Robinson’s legacy in a changing America by Lonnie G. Bunch III
Article Objective-
- Content Objective:
- SWD analysis of how Jackie Robinson persisted against social and racial barriers opening the doors for up and coming minority athletes to experience increased opportunities in sports by reviewing and outlining a content related article and preparing to answer a structured reflection question
- Language Objective:
- Students will read, reflect and record information pertaining to how Jackie Robinson persisted against social and racial barriers opening the doors for up and coming minority athletes to experience increased opportunities in sports by reading and online article and annotating their thoughts to prepare for a weekly writing reflection
Article Two:
Article- Mrs. America: Women’s Roles in the 1950s From the Collection: Women in American History
Web Link: https://www.pbs.org/wgbh/americanexperience/features/pill-mrs-america-womens-roles-1950s/
Article Objective-
- Content Objective:
- SWD analysis of the roles that women played in American culture during the 1950’s by reviewing and outlining a content related article and preparing to answer a structured reflection question
- Language Objective:
- Students will read, reflect and record information pertaining to the roles that women played in American culture during the 1950’s by reading and online article and annotating their thoughts to prepare for a weekly writing reflection
Article Three:
Article-The Rise of American Consumerism by PBS.org
Web Link: https://www.pbs.org/wgbh/americanexperience/features/tupperware-consumer/
Article Objective-
- Content Objective:
- SWD analysis of the effects of consumerism on the American public during the 1950’s by reviewing and outlining a content related article and preparing to answer a structured reflection question
- Language Objective:
- Students will read, reflect and record information pertaining to the effects of consumerism on the American public during the 1950’s by reading and online article and annotating their thoughts to prepare for a weekly writing reflection
Article Four:
Article-G.I. Bill by History.com Editors
Web Link: https://www.history.com/topics/world-war-ii/gi-bill
Article Objective-
- Content Objective:
- SWD analysis of how the G.I. Bill has provided countless financial opportunities to military veterans over the last seventy years by reviewing and outlining a content related article and preparing to answer a structured reflection question
- Language Objective:
- Students will read, reflect and record information pertaining to how the G.I. Bill has provided countless financial opportunities to military veterans over the last seventy years by reading and online article and annotating their thoughts to prepare for a weekly writing reflection
Reflection Log: *See the supplemental materials section for the reflection log template and rubric.
Reflection Objective-
- Content Objective:
- SWD analysis of the post war American Homefront of the 1950’s represented a stark difference from its social, political and cultural pre-war counterpart by reviewing and outlining a content related articles and answering a structured reflection question in a writing prompt
- Language Objective:
- Students will read, reflect and record information pertaining to the post war American Homefront of the 1950’s represented a stark difference from its social, political and cultural pre-war counterpart by reading a set of online articles and annotating their thoughts in a weekly writing reflection
Additional Links on How to Write a Quality Reflection:
https://www.myassignmentservices.com/blog/how-to-write-a-reflection-paragraph-in-an-assignment/
http://isthismystory.com/learning/how-do-i-write-a-good-personal-reflection/
Supplemental Materials: Article Reflection Activity Template and Rubric
Additional Resources: Audio Recordings of our weekly articles.
Ms. Colter has taken the time to record an audio version of our weekly articles. Please click the link below to access and watch the videos.
Article One:
Article-Jackie Robinson’s legacy in a changing America by Lonnie G. Bunch III
Video Link: https://drive.google.com/file/d/1R_ZW8Bp7jUQVrC0c1DsL9C1b0eqAypsH/view
Article Two:
Article- Mrs. America: Women’s Roles in the 1950s From the Collection: Women in American History
Video Link: https://drive.google.com/file/d/1G85SEySSIgBhjl9cywwtt6BE8oyziT-Z/view
Article Three:
Article-The Rise of American Consumerism by PBS.org
Video Link: https://drive.google.com/file/d/1AH89EQmX0em7i1aT59MpsbS63B48jlmA/view
Article Four:
Article-G.I. Bill by History.com Editors
Web Link: https://drive.google.com/file/d/1sQK5VIbWinhd2lU-vNmzAfry-Tey10Vv/view