Mr. James Johnson (Rm.

C-12)
johnsonjt@kalamazoo.k12.mi.us

Loy Norrix High School 2015 2016

Turbulent Years
September 8, 2015
Dear Loy Norrix family:

Welcome to the first trimester of the 2015-2016 school year! My name is James Johnson, and I will be
your students Turbulent Years teacher this term. I am new to Loy Norrix this year and am so excited to be
joining the Kalamazoo community. Prior to joining this staff, I recently completed a Masters and Certification
program at the University of Michigan. I have experience teaching in Ann Arbor Public Schools and also served
as a volunteer tutor and mentor in Detroit Public Schools through an AmeriCorps program (City Year).
My number one goal this year is to support each and every student personally and academically. I have
high expectations for all of my students, and want to see them succeed in whatever they pursue. To help achieve
this goal, I have prepared the following handout dealing with course content, requirements, and class
procedures. I have reviewed this syllabus with your student, and I request that you also review this information
with him/her at home.
Each student is required to return the bottom portion of this sheet, signed by a parent or guardian and
the student, indicating the handouts have been reviewed and are understood. If you have any questions or
concerns at any time throughout the semester, send me an email and I will respond as soon as possible.
Again, I am thrilled to be a Knight and look forward to a great year!
Sincerely,
James Johnson (johnsonjt@kalamazoo.k12.mi.us)
PLEASE COMPLETE AND RETURN BY FRIDAY 9/11/2015:
I have read and discussed the syllabus with my child __________________________________.
(PRINT STUDENTS FULL NAME)

_______________________________________________________________________
Parent/guardian signature

Date

______________________________________________________________________
Student signature

Date

Please use the space below or on the back to provide me with any information that I would need to know in
order to help your child to be successful in class:

Please see next page

Mr. James Johnson (Rm. C-12)

johnsonjt@kalamazoo.k12.mi.us

Loy Norrix High School 2015 2016

Turbulent Years

Course Description:
This course will examine the issues, events, and personalities which changed American culture and impacted
the world during the 1960s and 1970s. Students will work individually and cooperatively to trace cause and
effect relationships, past and present, and how these events may impact us. Students will understand their
connections to the development of United States. They will examine the past to prepare for their futures as
participating members of a global community. Students will use knowledge pertaining to history, geography,
economics, political processes, religion, ethics, and diverse cultures to address contemporary problems in
academic, civic and social settings.
Unit 1: Setting the Stage (1950s)
Unit 2: 1960ss Presidents and Crises
Unit 3: Pop Culture in the 1960s
Unit 4: Social Change in the 1960s
Unit 5: Breaking Barriers in Sports
Unit 6: Politics and Policy in the 1970s
Unit 7: Progress and Controversy: Domestic Showdowns in the 1970s
Unit 8: Heroes and Villains of the 1970s
Unit 9: Society in the Me Decade
Unit 10: Bridge to the 1980s
Grading Scale and Breakdowns of Percentages:
A+
A
AB+
B
BC+
C
C-

100
99-93
92-90
89-87
86-83
82-80
79-77
76-73
72-70

D+
D
DF
X
Z

69-67
66-63
62-60
59Exempt from assignment
Missing Assignment

Assignment/Activities30%
Test/Projects
30%
Quizzes
20%
Homework
20%
EOC
20%
-------------------------------------EOC will make up 20% of final grade
Assignments, tests, quizzes, and homework
will make up 80% of the grade.

Required Classroom Materials

Students will need a spiral notebook to be left at school at all times for collection of bell work and other short
journal entries. Any additional notes should be kept for the students own reference in an additional notebook or
binder of choice. If you cannot provide your own spiral notebook or folder, I have some of my own that students
may keep and use. Please inform me if this is the case.

Please see next page

Loy Norrix High School 2015 2016

Turbulent Years

Mr. James Johnson (Rm. C-12)

johnsonjt@kalamazoo.k12.mi.us

Teaching & Learning Philosophy

Teaching and learning strategies in Social Studies are based on solid personal relationships, steeped in rigor, and
relevant to the learners world. During each unit of study, we will establish relevance by asking Why does this
matter to me, my community, and the world? Students will investigate and reflect on the key issues, trends,
influences and impacts.
Interdisciplinary Connections:
Interdisciplinary teaching involves a conscious effort to apply knowledge, principles, and/or values to more than
one academic discipline simultaneously. It is seen as a way to support the transfer of learning, teaching students
to think and reason and provide a curriculum more relevant to students. This course is designed with strong
connections to English Language Arts, and more informal connections to Science, Math, World Languages and
Visual, Performing and Applied Arts. KPS teachers use numeracy in all classes, including Social Studies, and
consistently implement the John Collins Writing Program in all disciplines.
Goals and Objectives:
This course will objectively and comprehensively situate the history of the United States in the context of an
increasingly global world society. Through the lens of human interaction, we will examine changing themes in
government and culture domestically against a backdrop of global interaction. While learning experiences will
be different for each student, all will be held to high expectations as we use the events of the past to answer
essential questions. These are designed to capture the important themes of the content that are still relevant
today.
Driving questions:
In addition to the essential questions specific to each unit, this course will examine broader, overarching
questions of the human political and cultural experience. Chief among these is what role and responsibilities
should individuals have in their global, national, and local societies? This transcends any individual unit or
period study and applies differently for each student depending on individual experiences. How do those
differences in experience and belief shape our nation? In what ways does the past inform the present and future?
These are the questions that will connect the students to the content.
KPS Components of a College-Going Culture
1. High Expectations for Students and Staff
2. Higher Education Exposure
3. Meaningful and Engaging Homework
4. Everyone Reads/Literacy: Language Development, Reading, and Writing
5. Substantial Opportunities for Meaningful Parental Involvement
6. Education that is Relevant to, Reflective of, and Inclusive of Students
7. Development of Strong Problem-Solving Skills
8. Development of Success Skills: Metacognitive, Note-Taking, Study, Time Management, Organizational,
and Test-Taking Skills
Expectations
Be prepared: Be in class on time every day, bring all necessary materials, and complete all assignments
Be respectful: Respect yourself and others, respect your own and others property, and respect your school
Be responsible: Participate productively and use your planner
Expect challenge: Do your best, ask for help and take pride in your work
Please see next page

Loy Norrix High School 2015 2016

Turbulent Years

Mr. James Johnson (Rm. C-12)

johnsonjt@kalamazoo.k12.mi.us

Student Handbook Policies

I will respect and enforce all policies in the Student Handbook including those pertaining to absences,
tardiness, dress code, use of electronic devices, food and drink and behavior. That said, I will be respectful
of each student and their individual needs and interests. I believe that each person and incident should be treated
individually and with care to reform the cause of issues rather than punish uniformly.
Classroom Policies
Students are expected to follow all school policies and procedures as outlined in the Student Handbook. These
policies are designed to maximize the teaching and learning environment. An essential component of learning is
attendance and timely feedback on student performance; there is great benefit being in class and turning work in
on time.
Grading Philosophy
Grades are a method for providing information to students and parents about progress towards mastery. While a
single letter grade provides little specific information, a well-defined grading system can be a useful part of the
evaluation and feedback process. However, student achievement is often fluid and can be best understood
through comprehensive and constructive individual feedback. It is important for students to use feedback to
continue improving and learning.
Student Work:
General Assignments: I will collect homework and other graded assignments after they have been
reviewed at the start of class (following the bell work) unless otherwise noted. Students will generally
turn in their work to a designated basket near the door. Graded work will be passed-back to students by
myself whenever possible during individual working time during a lesson, or may be picked up by the
student once they have finished their next assignments in a given class period.
Late Work Policy: If students do not complete assignments when they are due, the maximum grade they
can receive is 80% of the original possible points. It is the responsibility of the student to acquire work
they have missed in the event of an absence, either online (processofliving.weebly.com) or from the
Extra Assignments bin in the classroom. If the student misses a test, it is his/her responsibility to
arrange to make it up as soon as possible upon return.
Bell Work: Each class will begin with bell work; Students who arrive late will not be given additional
time on the bell work, which will be kept in their journals. Therefore, tardiness could lead to lowered
grades in addition to the consequences prescribed by the school.
Entering and Leaving the Classroom:
Instructions and bell work prompts will be posted on the board at the start of class, and students will know to
look for them and begin their work. There will not be regularly scheduled exit tickets at the end of class, but
these will happen frequently in the same journals used for bell work. Students should remain seated until the
bell dismisses them.