DOCSLIB.ORG

COURSE SYLLABUS ADVANCED PLACEMENT LITERATURE and COMPOSITION Michelle Hadous, Instructor Fordson High School – Dearborn Publi

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
COURSE SYLLABUS ADVANCED PLACEMENT LITERATURE and COMPOSITION Michelle Hadous, Instructor Fordson High School – Dearborn Publi COURSE SYLLABUS ADVANCED PLACEMENT LITERATURE AND COMPOSITION Michelle Hadous, Instructor Fordson High School – Dearborn Public Schools Room A201 – [email protected] Course Description: AP English Literature and Composition is a college level course and students can obtain up to one year of college credit and/or advanced placement in college English based on the AP Exam scores. This course will include reading a minimum of 15 literary works studied in class, 9 novels (2 of which are part of the summer reading), 1 literary guide read outside of class for the summer reading, and an intensive study of poetry. All texts used in this course are approved and recommended by the College Board. Writing will also be a very important part of this course. There will be a minimum of 6 compositions per marking period, which will reinforce critical reading skills learned across the literary genres studied. The workload of this course is college level and will include AP practice exams throughout the year. The summer reading is required and will be the first assignments entered into the gradebook. Materials: The following literary works will be used both in and outside of class and are College Board approved/recommended as part of the preparation for the AP Literature and Composition exam. This is not an exhaustive list and literary pieces may be added as necessary. Literary Resources Literary Works Novels Poets Literature: Structure, The Rape of the Lock, 1984, George Orwell Geoffrey Chaucer Sound and Sense, 12th Alexander Pope One Flew Over the Cuckoo’s John Milton ed., Perrine and Arp The Importance of Being Nest, Ken Kesey Edmund Spenser How to Read Earnest, Oscar Wilde Their Eyes Were Watching William Shakespeare Literature Like a Aristotle’s Poetics, God, Zora Neale Hurston William Blake Professor, Thomas Fergusson The Bluest Eye, Toni Samuel Taylor Coleridge Foster Oedipus Rex, Sophocles Morrison Paul Laurence Dunbar A Poetry Handbook, Dubliners, James Joyce The Heart of Darkness, Lord Byron Mary Oliver excerpts from Joseph Conrad John Keats Grammar and Middlemarch, George The Awakening, Kate Chopin Edgar Allan Poe Composition, Liberty Eliot The Kite Runner, Khaled Alexander Pope Ed., Warriner Hosseini Alfred Lord Tennyson William Shakespeare: Native Son, Richard Wright Walt Whitman King Lear The Bean Trees, Barbara William Wordsworth Hamlet Kingsolver T.S. Eliot The Taming of the The Namesake, Jumpa Lahiri Robert Frost Shrew Siddhartha, Herman Hesse Langston Hughes The Merchant of Venice The Catcher in the Rye, William Butler Yeats JD Salinger Nicki Giovanni Seamus Heaney Major Course Goals/Instructional Practice: The course readings require close, deliberate and thoughtful attention to detail and complexity. The literary works range from various genres and periods – 16th century to the 21st century. Close consideration through class discussions will also focus on the literary, historical and social implications of such literary works especially through Socratic Seminars. Students will be introduced and work with different lenses in their study of the literature. Personal response and reaction as well as interpretive conclusions will be explored through multiple opportunities, including annotation exercises and reading/dialectical journals. Writing will be an integral focus of this AP Literature and Composition course. Critical analysis is the focus of most writing assignments and students will also have the opportunity to respond to the literature in well- constructed creative writing assignments to offer students a deep understanding of the literary works. The following are examples of the type of writing maturity that will be expected: A strong command of the English language A variety of sentence structures, including appropriate use of both subordination and coordination to create fluency A logical organization which is enhanced by the facile use of specific techniques of coherence such as repetition, transitions, and emphasis A balance of generalization with specific illustrative detail An effective use of rhetoric, including controlling tone, a consistent voice and achieving emphasis through parallelism and antithesis This course will include numerous opportunities for students to write and rewrite informal, exploratory, extended discourse, and timed essays with instructor feedback. In-class, timed writing will be practiced weekly through several methods to address the expectations of the personal response questions on the AP Literature and Composition exam. Essential Questions of the Course: What is the importance of comparing and contrasting literary works and how does this contribute to a deeper understanding of the texts themselves? What is morality? How do literary works help to define life’s expectations or lack thereof? What is good? What is evil? Assignments and Grading Scale: IF YOU ARE ABSENT IT IS YOUR RESPONSIBILITY TO OBTAIN THE WORK YOU HAVE MISSED. If you miss the instructions given in class, refer to the class blog for further direction. The blog will be updated daily. www.Iblog.dearbornschools.org/hadousm/ Formative Assessments - 20% Summative Assessments - 80% Bell work Reading/Vocabulary/Grammar Quizzes Weekly Article analysis & evaluations Literary Works assessments Weekly vocabulary Final Essays (In-class and Assigned) Daily homework Active Participation in class discussions Outlines and drafts of essays Socratic seminars Book Talks (SSR novels) Essay rewrites will be accepted for 3 essays per grading period. Students must meet with me to discuss the necessary revisions and due date. If an in-class essay, quiz or assessment is missed due to absence, students must come after school on the next Tuesday from 2:30-3:30pm for a make-up period. Late assignments will only be accepted for full credit if you were absent and they are handed in the next school day. If you hand in an assignment late, not due to absence, you will lose 50% of the grade immediately. A 93-100 A- 90-92 B+ 87-89 B 83-86 B- 80-82 C+ 77-79 C 73-76 C- 70-72 D+ 67-69 D 63-66 D- 60-62 E 59 and below **Grades WILL NOT be rounded** Attendance Policy: Students will follow FHS attendance policies. Students are considered tardy to class if he/she is not in their assigned seat working on the bell work when the bell rings. Please keep in mind 4 tardies = 1 absence and 10 absences results in reduced credit in the class. Students that do go on attendance audit must receive a 78% on the midterm (Semester 1) or the class final (Semester 2) or reduced credit will be given. No exceptions will be made. Hall Passes: Students must have a hall pass completed in their planner by a teacher if they are in the hallways during class time. Passes are only given for emergencies or if the student is requested by an administrator. Please kindly use the bathroom during your hall passing time. Technology Policy: All cellphones must be placed in the hanging pocket organizer in the classroom for the entirety of the class period unless otherwise directed by the instructor. Laptops/iPads will be provided to you when necessary and personal laptops will not be needed during class time. Academic Integrity Statement: The English Department at Fordson High School adheres to a strict zero tolerance policy on academic misconduct. Academic misconduct is defined as any dishonest representation of academic work, including but not limited to, plagiarism, fabrication, deception, cheating, bribery, forgery, sabotage, and personating. Any student caught committing academic misconduct will receive an automatic zero on the assignment and will not be permitted to make up the grade. Teachers may assign further penalties at their discretion. This includes, but not limited to, copying another student’s work, copying information from the Internet or other sources, using anyone else’s work to complete your own. All students will be responsible for their own work from start to finish. Any occurrences of plagiarism, whether from a published source or classmate, will be subject to the discipline of Dearborn Public Schools. Course Requirements: 1 ½ in binder with 5 divider tabs o (Summer Work binder is acceptable to use for this) o Tabs to be labeled Tool Kit, Current Unit, Graded Work/Essays, Vocabulary/Lit Terms and Misc. Class Handouts Printed Syllabus – Misc. Class handouts Paper, pens, pencils Highlighters & Post-It notes for annotations MLA Reference book Class novels – Many will be provided to you…those that are not will need to be purchased Tentative Course Schedule Each unit will be approximately 4 weeks long and will contain weekly in-class essays and Socratic Seminars, quizzes, literary work reductions, complete AP Lit timed multiple choice exam, grammar reviews and vocabulary building. Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: Unit 7: Unit 8: .
Load more

Recommended publications
  • Articulation Agreements: College of Applied Technologies Updated: December 1, 2018
    Articulation Agreements: College of Applied Technologies Updated: December 1, 2018 Connecticut A.I. Prince Tech. HS CT Automotive Bullard-Havens Tech. HS CT Automotive HVAC E.C. Goodwin Technical High School CT Automotive HVAC Eli Whitney Technical HS CT Automotive Emmett O'Brien Tech High School CT Automotive HVAC Grasso Southeastern Tech HS CT Automotive H.C. Wilcox Technical High School CT Automotive HVAC H.H. Ellis Tech H.S. CT MLR Henry Abbot Tech. HS CT Automotive HVAC Howell Cheney Tech HS CT Automotive HVAC J M Wright Technical High School CT Automotive Norwich Technical High School CT Automotive HVAC Oliver Wolcott Tech HS CT Automotive Platt Technical High School CT Automotive HVAC Vinal Technical High School CT Automotive HVAC W F Kaynor Technical High School CT Automotive Windham Technical High School CT MLR HVAC Delaware Delcastle Tech High School DE HVAC Dover High School DE Automotive Howard High School Technology DE Automotive HVAC Paul Hodgson Voc-Tech High School DE Automotive Polytech High School DE Automotive St. Georges Technical High School DE Automotive HVAC Sussex Technical High School DE Automotive HVAC Florida Charlotte Co. Vo-Tech FL Automotive Crestview Senior High School FL MLR Eau Gallie High School FL MLR First Coast Tech Inst FL Automotive Frank H Peterson Acad Tech FL Automotive Heritage High School FL Automotive Hernando High School FL Automotive Kathleen Senior High School FL Automotive Lively Area Voc-Tech Center FL Automotive Loften High School FL MLR Merritt Island High School FL MLR Middleburg High
    [Show full text]
  • Michig a N Educ a T
    2019 MICHIGAN EDUCATION FALL THE MAGAZINE OF THE UNIVERSITY OF MICHIGAN SCHOOL OF EDUCATION 2 Bastedo helped to develop Landscape, a tool that provides context about the opportunities that applicants have—or do not have—in their communities and high schools. His ongoing research informs college admissions practices and strategies, and will reveal the role that Landscape plays in efforts of colleges to admit a diverse freshman class. The newly launched TeachingWorks Resource Library supports teacher educa- tors with free, high-quality curriculum materials. We follow the researchers and FALL 2019 FALL product designers through their use of the design thinking process to discover • how they developed and refined the Resource Library and how it is being used. As educators, we empower students to be innovators. Ninth graders at The School at Marygrove, which we opened this fall in partnership with the Detroit Public Schools Community District, are taking Introduction to Human Centered Design and Engineering at their new school in northwest Detroit. Taught by the first “resident” of the Teaching School, Ms. Sneha Rathi, the curriculum was co-developed with a team of graduate students, staff, and faculty from the SOE. Students in Rathi’s class are learning how they can use design thinking to address challenges or needs in their community. I am proud of these young students; our teacher education graduate, Sneha Rathi; our graduate students; and our faculty and staff who are working together to build and study innovative education opportunities. Their work gives us all hope and inspiration. We also began work with the first cohort of Dow Innovation Teacher Fellows MICHIGAN EDUCATION EDUCATION MICHIGAN Dean Elizabeth Birr Moje at the SOE homecoming tailgate, October 5, 2019.
    [Show full text]
  • Program to Recognize Excellence in Student Literary Magazines, 1985. Ranked Magazines. INSTITUTION National Council of Teachers of English, Urbana
    DOCUMENT RESUME ED 265 562 CS 209 541 AUTHOR Gibbs, Sandra E., Comp. TITLE Program to Recognize Excellence in Student Literary Magazines, 1985. Ranked Magazines. INSTITUTION National Council of Teachers of English, Urbana, PUB DATE Mar 86 NOTE 88p. PUB TYPE Reference Materials - General (130) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Awards; Creative Writing; Evaluation Criteria; Layout (Publications); Periodicals; Secondary Education; *Student Publications; Writing Evaluation IDENTIFIERS Contests; Excellence in Education; *Literary Magazines; National Council of Teachers of English ABSTRACT In keeping with efforts of the National Council of Teachers of English to promote and recognize excellence in writing in the schools, this booklet presents the rankings of winning entries in the second year of NCTE's Program to Recognize Excellence in Student Literary Magazines in American and Canadian schools, and American schools abroad. Following an introduction detailing the evaluation process and criteria, the magazines are listed by state or country, and subdivided by superior, excellent, or aboveaverage rankings. Those superior magazines which received the program's highest award in a second evaluation are also listed. Each entry includes the school address, student editor(s), faculty advisor, and cost of the magazine. (HTH) ***********************************************w*********************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original document. * *********************************************************************** National Council of Teachers of English 1111 Kenyon Road. Urbana. Illinois 61801 Programto Recognize Excellence " in Student LiteraryMagazines UJ 1985 U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Vitusdocument has been reproduced as roomed from the person or organization originating it 0 Minor changes have been made to improve reproduction Quality.
    [Show full text]
  • Robert Griffin
    ROBERT GRIFFIN Interviewed by Dennis Cawthorne July 25, 1996 Sponsored by the Michigan Political History Society P.O. Box 4684 East Lansing, MI 48826-4684 Transcript: MPHS Oral History of Robert P. Griffin, interviewed by Dennis Cawthorne, July 1996 This interview is part of the James J. Blanchard Living Library of Michigan Political History. Dennis Cawthorne (DC): Robert P. Griffin has had an exciting and remarkable political career that has spanned nearly 40 years of Michigan and American political history: United States Representative, United States Senator, author of major legislation, confidant of Presidents, Supreme Court Justice of the Michigan Supreme Court. He has been all of these things and more. DC: RG was born in Detroit, grew up in Garden City, and graduated from Dearborn Fordson High School. He served 14 months in the Infantry in World War II in Europe. After the war, he graduated from Central Michigan University, and the University of Michigan Law School. DC: Bob, what was the spark that caused you to get interested and excited about politics? Robert Griffin (RG): Well, like you and a lot of others, I know here and there, in junior high or someplace, I was perhaps a class president or a student council president or something of that kind, but I don't think I really became interested until I went to the Wolverine Boys' State, between the junior and senior year I had at Fordson High School. There, somehow, things seemed to come together. I was a candidate for governor, but I didn't have the support, so a deal was made, and I ran for the lieutenant governor and was elected and spent the day, as these young people do every year, in the legislative chambers in Lansing.
    [Show full text]
  • An Occupational Study of the Graduates of the Fordson High School
    lll‘ I I l l lit I I | ;| i f ‘ ' ‘31 'H i |‘' ' 1mm .HNA _mmm AN OCCUPATIONAL STUDY OF THE GMEWES OF THE FDRDSUN HlGH SCENE. DEARBDRN, Mia-23:3. ii THESiS fDR THE DEGREE OF M. A STANLEY 8. SMITH W32 S‘L ' I.....‘ .t‘lul‘ll‘llr THESIS A THESIS BASED UPON AN OCJUPATIOHAL STUDY OF THE GRADUATES " OF THE FORDSOH HIGH SCHOOL DEARBCRN , iISHiGAN Submitted as Partial Fulfillment of the Recuirements For the Degree of Easter of Arts Michigan State College July 1952 By Stanley S. Snith THESlS CONTENTS Page INTRODUCTION ............................................ .1 The Purpose and Nature of the Study ................. l The Method of the Study ............................. 5, THE COMNUNITY ............................................ 9 The City of Dearcorn ................................ 9 The City of Detroit ................................ 11 E nployznent Conditions in Detroit from 1925-31 ...... 13 THE SCHOOLS OF DEARBORN. ................................ 16 The Fordson Public Schools ......................... 18 ' The Fordson High School ............................ 17 Vocational Guidance in the Fordson High School ..... 20 The Fordson High School Placement Service .......... 21 The Henry Ford Trade School ........................ 23 FACTORS INFLUENCING GRADUATES' CHOICE OF AN OCCUPATION..29 Nativity of the Graduates and their Parents ........ 31 Present Occupations of the Graduates and their Fathers ....................................... 35 The Choice of an Occupation ........................ 4O OCCUPATIONAL DISTRIBUTION OF GRADUATES BY
    [Show full text]
  • Dearborn Federation of Teachers Local 681 Records 37.75 Linear Feet (37 SB, 2 MB) 1939-1995, Bulk 1960S-1980S
    Dearborn Federation of Teachers Local 681 Records 37.75 linear feet (37 SB, 2 MB) 1939-1995, bulk 1960s-1980s Walter P. Reuther Library, Wayne State University, Detroit, MI Finding aid written by Jennifer Meekhof on March 19, 2012 Accession Number: LR001794 Creator: Dearborn Federation of Teachers Local 681 Acquisition: The records of the Dearborn Federation of Teachers were deposited at the Reuther Library in October 2002. Language: Material entirely in English. Access: Collection is open for research. Use: Refer to the Walter P. Reuther Library Rules for Use of Archival Materials. Restrictions: Researchers may encounter records of a sensitive nature – personnel files, case records and those involving investigations, legal and other private matters. Privacy laws and restrictions imposed by the Library prohibit the use of names and other personal information which might identify an individual, except with written permission from the Director and/or the donor. Notes: Citation style: “Dearborn Federation of Teachers Local 681 Records, Box [#], Folder [#], Archives of Labor and Urban Affairs, Wayne State University” Related Material: Michigan Federation of Teachers Records Photograph negatives, audiocassette tapes and B&W slides (Box 39) have been transferred to the Archives Audiovisual Department. PLEASE NOTE: Material in this collection has been arranged by series ONLY. Folders are not arranged within each series – we have provided an inventory based on their original order. Subjects may be dispersed throughout several boxes within any given series. Abstract Part of the national American Federation of Teachers and statewide Michigan Federation of Teachers, the Dearborn Federation of Teachers, was chartered on February 28, 1945. Twenty years later, in1965, Michigan passed the Public Employee Relations Act; a law making organization and collective bargaining legal for public employees.
    [Show full text]
  • Arab Stereotypes and American Educators
    Arab Stereotypes and American Educators by Marvin Wingfield and Bushra Karaman When American children hear the word "Arab," what is the first thing that often comes to mind? It might well be the Arabian Nights fantasy imagery in the Disney film "Aladdin," a film which has been very popular in theaters and on video and is sometimes shown in school classrooms. Yet Arab Americans have problems with this film. Although in many ways it is charming, artistically impressive and one of the few American films to feature an Arab hero or heroine, a closer look reveals some disturbing features. The film's light-skinned lead characters, Aladdin and Jasmine, have Anglicized features and Anglo American accents. This is in contrast to the other characters who are dark-skinned, swarthy and villainous - cruel palace guards or greedy merchants with "Arabic" accents and grotesque facial features. The film's opening song sets the tone: Oh, I come from a land, From a faraway place Where the caravan camels roam. Where they cut off your ear If they don't like your face. It's barbaric, but hey, it's home. Thus the film immediately characterizes the Arab world as alien, exotic and “other.” Arab Americans see this film as perpetuating the tired stereotype of the Arab world as a place of deserts and camels, of arbitrary cruelty and barbarism. Therefore, Arab Americans raised a cry of protest regarding “Aladdin.” The American-Arab Anti-Discrimination Committee (ADC) challenged Disney and persuaded the studio to change a phrase in the lyrics for the video version of the film to say: “It's flat and immense, and the heat is intense.
    [Show full text]
  • 2013 Annual Report VISION CCESS Strives to Enable and Empower Individuals, Families and a Communities to Lead Informed, Productive and Culturally Sensitive Lives
    2013 Annual Report VISION CCESS strives to enable and empower individuals, families and A communities to lead informed, productive and culturally sensitive lives. As a nonprofit model of excellence, we honor our Arab American heritage through community-building and service to all those in need, of every heritage. ACCESS is a strong advocate for cultural and social entrepreneurship imbued with the values of community service, healthy lifestyles, education and philanthropy. 2 / 2013 Annual Report Contents 2 4 OVERVIEW BOARD 6 38 DEPARTMENTS STATISTICAL REPORT 40 42 TREASURER’S REPORT DONORS / 2013 Annual Report 1 A MESSAGE FROM OUR LEADERS Hassan Jaber Wadad Abed Executive Director President PASSION TO SERVE. PASSION TO SUCCEED. PASSION FOR FAIRNESS AND JUSTICE. PASSION TO IMPROVE THE LIVES OF OTHERS. assion” describes the daily work by ACCESS staff members who ACCESS greatly improved in the areas of technology, human “P are determined to stand and work as a team in their efforts to create resources, and development. successful, happy and productive communities. In addition to our nearly 100 traditional programs that cover the It is that ferocity and passion that has given us great achievements this whole gamut of social, economic, health and educational programs, year. With ACCESS as a stronger institution, we can do more to assist, we also launched new innovative initiatives including ACCESS Growth improve and empower others; and work stronger as advocates on the local Center and Welcome Mat Detroit. and national levels for Arab American communities and all whom we serve. Welcome Mat Detroit, in partnership with Global Detroit, is a We made significant improvements in building our capacity to major initiative led by ACCESS and funded through the W.K.
    [Show full text]
  • Student Code of Conduct
    Student Code of Conduct Responsibilities and Rights Dearborn Public Schools Dearborn, Michigan Dearborn Board of Education Joseph A. Guido, President Aimee Blackburn, Vice President Darrell Donelson, Secretary James H. Schoolmaster, Treasurer Mary Lane, Trustee Mary Petlichkoff, Trustee Pamela L. Adams, Trustee Superintendent of Schools Brian Whiston 2008 CODE OF CONDUCT COMMITTEE MEMBERS Marc A. Zigterman........................................................ Co-Chair-Coordinator, Student Services Dr. Kenneth K. Ayouby ................. Co-Chair-Administrative Hearing Officer, Student Services Heyam Alcodray ....................................................... Assistant Principal, Dearborn High School William Ali............................................Youth Intervention Facilitator, Edsel Ford High School Charles Baughman ..................................................Assistant Principal, Edsel Ford High School Oussama Baydoun....................................................... Assistant Principal, Fordson High School Tahsine Bazzi.....................................................Student Services Liaison, Fordson High School Patti Buoy.............................................................................Principal, Haigh Elementary School Angela Burley ...............................................School Social Worker, O. L. Smith Middle School Scott Casebolt.............................................................. Assistant Principal, Fordson High School Danene Charles ...............................................................
    [Show full text]
  • Tower Tribune
    1 Tower Tribune Volume 224 Fordson High School October 2016 In This Month’s Mr. Khan Delivers Inspiring Speech at Fordson Issue… At a special assembly last Thursday, we at Fordson High School were lucky enough to be visited by Pg. 2 : Spirit Educare and hear Mr. Khizr Khan speak about the Week importance of civil engagement and voting, espe- cially for the young people. Mr. Khan, who spoke Page 3: Home- alongside his wife at the Democratic National Con- coming vention this year, decided to come off the stage in order “to be closer to my friends.” He went on to Pg. 4: Fordson explain that our time and our generation was an “Never underestimate your Athletics important one. impact” -Khizr Khan Pg. 5: Teacher Mr. Khan told the audience about how this election of the Month & was a historical one, where the values of American Link crew Inter- Society would be challenged. He spoke to us on view how hate is not American, and how whenever we are faced with oppression we must remember to re- Pg. 6: Fordson act with nonviolence and patience. He told us about in the Thirties the importance of participating in our government through whatever means we can, whether that be Pg 7: Monthly voting or simply volunteering for a campaign or in your community. Horoscope Even if we don’t have the ability to vote, Mr. Khan urged everyone to talk to our Pg. 8: Original friends, our parents, our friends’ parents, everyone we know who could go out Work and vote.
    [Show full text]
  • Fordson Alumnus April 2011
    Bucket Roadster withRoadster Bucket - Mr. Pizzino. Photo courtesy of Millard Berry Millardof courtesy Photo Pizzino. Mr. Fordson students building a 1923 Ford T Ford a 1923 building students Fordson Alumni Association of Fordson High School P.O. Box 1382 Dearborn, MI 48121 RETURN SERVICE REQUESTED PAST PRESIDENTS Norbert Karmann (Deceased), 1987 - 1989 Mary Jarvis (Deceased), 1989 - 1992 Greg Palka, 1992 - 1996 Joel Hurley, 1996 - 1999 Oscar Nunez, 1999 - 2003 Janet Nunez Doty, 2003 - 2006 FORDSON ALUMNUS CURRENT PRESIDENT Volume 23, Number 1, April, 2011 Rudah Saghir, 2006 - Alumni Association of Fordson High School P.O. Box 1382 Dearborn, MI 48121 The Alumni Association of Fordson High School, founded November 12, 1987, is a nonprofit organization commemorating all Fordson High School alumni, faculty and students. The Board of Governors meets on a regular basis throughout the school year. BOARD OF GOVERNORS President - Rudah Saghir Secretary - Maureen Ewasek Treasurer - Daniel Bitar Editor - Barbara O’Brien Web Master - Richard Abdullah Ralph Bach Janet Doty Karen Drugacz Jim Gauthier Pat (Patricia) Hackett Ganelle Shooshanian The Fordson Alumnus, an official publication of the Alumni Association of Fordson High School, invites correspondence and suggestions from Fordson Alumni and friends. Visit our website at: www.fordsonalumni.org Download the membership application. NEWS FROM THE HIGH SCHOOL AN OPEN LETTER FROM PRINCIPAL YOUSSEF MOSALLAM TO THE ALUMNI I first want to say that it is my privilege and honor to serve as the Principal of Fordson High School. As a former student at Fordson High School I have much history with this prestigious and honorable educational institution. I began my career at Fordson High School as an Instructional Technician in 1998 and was an English and Social Studies teacher from 2000 until I left for an administrative position in January of 2006.
    [Show full text]
  • Cass Corridor Documentation Project Oral History Project
    GIBB, INTERVIEW Cass Corridor Documentation Project Oral History Project Interviewee: Russ Gibb Relationship to Cass Corridor: The Grande Ballroom (owner), Radio DJ (WKNR-FM- Detroit), Concert Promoter, Teacher (Dearborn High School), Entrepreneur. Interviewer: Timothy J. Fritz Date of Interview: March 25, 2011 Location: Dearborn, MI. (Gibb’s Residence) Editor’s note: Included in this interview transcript are comments made by Mr. Gibb’s secretary, Jenny Estrada, and director and photographer, Zeke Anders. The latter filmed the event for possible future publication. [Prior to starting the interview there are a few comments concerning Mr. Gibb’s do.] FRITZ: It's March 25th. This interview is with Russ Gibb at Mr. Gibb’s residence in Dearborn, Michigan. Mr. Gibb, please tell me about where you were born and grew up. GIBB: Well, I was born, I just recently looked, I think I was born in Children’s Hospital in Detroit, if there was such a thing back then. I lived my first couple years in—I’m laughing at the 1 GIBB, INTERVIEW dog. He’s performing some natural activities over there. I grew up in Detroit on Willette Street. My parents were both immigrants. My dad was a factory worker and my mom was a maid. And you know, it was during the Depression and being poor is being poor. We lived in an upstairs flat. I remember, because my mother and father both worked, that the little girl next door—there were two daughters with an old Russian family and Beenie was probably a senior in high school or just a graduate of high school—she would take care of me while mother was working.
    [Show full text]