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World History I/ELL 8th Grade QCIE – Course Outline


Welcome to Mr. Lenhart’s 8th grade World History I/ELL class. This is my first year at QISS/QCIE and I am very much looking forward to teaching World History I/ELL. I hope to inspire my students to become life-long learners and independent thinkers. I will also encourage them to permanently retain the materials we cover in our class discussions, assignments, and classroom work; and most importantly, to apply what we learn to their lives and to recognize why we are studying these topics.

Course Overview:

The main goal for our World History I/ELL course will be to learn English Language standards and practices through the content of historical data ranging from The Origins of Western Society through The Middle Ages in Asia and Europe. Students will gain content knowledge, as well as experience in historical events through the eyes of others from reading texts, performing plays, having debates, and much more. I hope to guide student learning through differentiated curriculum, actively participating audiences, and engaging activities throughout the semester. The topics and skills developed throughout the course will be primarily driven by the QISS adopted standards. These standards were selected from both the Common Core English/Language Arts standards and the AERO standards. At the beginning of each topic of study, each student will be made aware of the benchmarks that will be addressed during that unit. Students will be expected to show effective mastery of the benchmarks designated for their level and their performance will determine their grade in the course. In addition to the class textbooks, students will also be given a series of novels, periodicals, short stories and other texts to read and analyze. Students will be responsible for these texts and must resubmit them at the end of the year.

Thematic Units:

In World History I/ELL, we will be covering a multitude of topics. We will focus on many different areas of study all under these 4 Major Units:

1. The Origins of Western Society: Greece

2. The Development of Greek Culture and City-States

3. Ancient Rome, The Empire

4. Golden Ages and Dark Ages: The Middle Ages in Asia and Europe

Behavior and Homework Expectations:

Classroom behavior expectations will follow closely along with our school’s mission statement. History is a very interesting topic, and historians fiercely debate the meaning and interpretations of their findings. I hope to inspire students to take ownership of historical ideas in similar ways, and this means that students may disagree with each other and will hopefully engage in fact-based, passionate debates. In order to ensure that the classroom environment is a safe one, where students feel confident expressing their opinions and learning from each other’s perspectives, this class has one rule: respect. Students are expected to respect their teacher, their classmates, and themselves. If students can abide by this one rule, it will foster learning in the classroom and be the foundation of their character in the years ahead. Disrespect will not be tolerated.

All homework assignments will be shared in Edmodo. If a student loses a homework assignment, they can reprint the assignment by logging on to Edmodo. I expect that homework will be completed on time and will be creative, clear, and comprehendible. Students are responsible for coming to class prepared each day. That means having a pen or pencil, a notebook for only this class, and a folder or binder for only this class. There will be days where students are asked to bring their laptops or use their mobile device if they have one.

Assessments and Grading:

The course will be taught over the entire year with students receiving grades each academic quarter. The grades will be reported using the A-F system with a percentage given out of 100%. Both formative (homework, papers, quizzes, daily participation) and summative (authentic projects, key assignments, exams) assessment tasks will be given that assess both content and skill mastery.

Formative Assessments: 60% (homework, participation, quiz)

Summative Assessments: 40% (exam, project, assignment)

I am excited about this year and very much look forward to teaching this course. Please feel free to contact me with any questions, comments, or concerns throughout the year.