Teachers: Ms. Hill and Ms.

Cisse
Room #517
Website: interprethistory.weebly.com

Class overview

In this class, students will investigate how humans have interacted with the
environment throughout history. They will think critically about human survival and
determine how Mankind interacts with the environment.

Students will also learn to think like a historian using historical thinking skills to
guide their curiosity. These skills consist of causation and comparison; focusing on
the writing skills of historical contextualization, argumentation = thesis, and the
use of paraphrased evidence to prove an argument. All skills will be assessed and
interpreted through writing [ four-paragraph essays].

Additionally, this year students will practice strong discussion skills by expressing
evidence base thought and collaboration.

Scope of the Year

 Unit 1: Introduction to Geography
 Unit 2: The Paleolithic Era and the Neolithic Revolution
 Unit 3: The Rise of Early Civilizations
 Unit 4: Classical Empires (The rise of Han China, and the Roman Empire)
 Unit 5: Post-Classical Empires (The fall of the Roman Empire and Han China)

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Grading Policy

 Scholars must earn at least a 70% or above to pass history class anything
less than a 70% is a failing grade.

 Middle School now uses an A-F scale

A = 90-100%
B = 89-80
C = 79-70
F= 69 or Below

 Grades are organized into three sections:

o -Homework ------ 33%
o -Classwork ------ 33% (Effort and Proficiency)
o -Assessments (Interim Assessments [IAs], Assessments, Exit
Tickets) ------ 33%
o Total ---------100%

Assignments

 Students will be given daily class packets and use their notebooks.
 Homework will be given homework three times per week (Mondays, Tuesdays,
and Wednesdays)
*Note: Students must submit any missing homework/ classwork within 10
days of assigned date to earn a 70%. If not submitted will be missing in the
gradebook.

History Materials (will be checked daily in class and will earn preparedness credits)

 History folder
 Daily Packet
 Pencil
 Notebook (new this year)

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Classroom Expectations

History at Endeavor Middle school is designed to teach historical thinking skills

through readings of primary sources1, historical writing structures, and respectful
discussions to scholars in order to be prepared for high school and college.

Scholarly expectations are as follows:

 Scholars give 100% effort and participation.

 Scholars are respectful of self, others, and their environment.
 Scholars follow academic procedures for each assignment, use the criteria
for success (CFS), and assigned rubrics to ensure they meet their true
potential.
 Scholars are present (physically/emotionally) and persevere through
challenging material.
 Scholars actively read and annotate2.
 Scholars are prepared for learning.
 Scholars turn in homework at the top of each class.

Routines
Each class is 50 minutes long and follows a predictable flow for each class.
 Scholars enter the classroom, take out history materials, and immediately
begin their do now.
 Completed do now + review
 Homework will be distributed
 Context Building/ Vocabulary
 Reading of documents
 Practice of historical skills
 Exit Ticket

1 Primary source is an original document and/or object which were created during a specific time
period.
2 Annotate is the process of writing paraphrased notes explaining key ideas of a document.

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 Contact Information

Ms. Hill: ericahill@achievementfirst.org 303-829-1528

Ms. Cisse mamancisse@acheivementfirst.org 347-566-7729

EMAIL OR TEXT

Best Times for Contact

o Monday-Friday

o 6:30 am – 6:30 pm

o Will respond within 24-48 hours

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 Unit 1 - Historical Thinking and Writing Skills

Historical Thinking Skills

Causation
Students will explain long and short-
term causes and effects of a
historical event, development or
process
Comparison
Students will compare historical
developments and processes across
place, time, and within societies.

Writing Skills
Context

Providing background information about the historical topic by describing the

time, place, and change over time.

Thesis

State a claim which answers all parts of the historical question and argues your
point of view.

Central Idea

Identifying the key ideas of a document, essentially a summary of the document.

Evidence

Paraphrase facts directly from a document, while putting specific facts in your
own words. The central idea of a document is used for evidence.
We do not quote specific lines from a document but use the document as a
whole.

“As we study world history, we will explore how individuals and groups over time and across
continents have answered questions about identity. We will learn how factors influence
identities and shape ancient civilizations.”

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Unit 1 Aims: The Origins of the World

Note that
some Aims
are subject
to change

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Please read syllabus and complete information, then please have student return
THIS PAGE ONLY by Monday-Tuesday, August 26-27, 2019

Parent Contact Information

Parent Name Student Name and Phone # Contact
Homeroom Preference
(phone/email)

Comments, Questions, or Concerns…

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