Transcript Intro to WHAP PPt - Moore Public Schools

Mrs. Schawann
McGee
AP World History
Aka: WHAP
Who is Mrs. McGee ?
I
am an Air Force wife
 I am a Georgia Peach
 I have lived in 5 states and 2
countries.
 I am a traveler, I have visited 29
states and 33 countries!
AP World History
Introduction
“World History” covers a lot of ground, both in terms
of land and time. How can one learn all the history of
humankind in one school year? That would be an
impossible task. However, it is possible to learn the
broad “story” of humanity by using some tools that
help to connect the parts of the story from beginning
to end(or present). Once you know the plot, you are in
a good position to learn the sub-plots that in turn help
make sense of all the facts that support the overall
story.
Course Outline
Syllabus Overview
Period
1
Title
Date Range
Technological and
2.5 million B.C.E – 600
Environmental Transformations B.C.E.
Organization and
Reorganization of Human
Societies
600 B.C.E. – 600 C.E.
Regional and Trans-regional
Interactions
600 C.E. - 1450
4
Global Interactions
1450 - 1750
5
Industrialization and Global
Integration
1750 - 1900
2
3
5
School Year Chronology
~ 2 weeks
~ 3 weeks
Accelerating Global Change and 1900 - Present
Realignments
~ 7 weeks
~ 7 weeks
~ 7 weeks
~ 7 weeks
Think About the Big Picture
Just when did world history begin? With the first civilization?
With the first written record? With the first human beings? Or maybe
with the creation of the earth… or even the universe! Really “big history”
dwarfs the importance of our own era if we put it within the context of the
history of the universe. Even though it is rather arbitrarily agreed that
history begins with written records, that limited time line still means that
the “story” of history is very big. It is important to identify “marker
events” that make a difference in the course of history, (World War II)
and to distinguish them from the multitude of details that can make us feel
that history is just a bunch of unrelated facts.
TOOLS FOR LEARNING HISTORY
 Think
About the Big Picture
 Think About Themes
 Think About Chunks(Periodization)
 Think Comparatively
 Think About Change Over Time
 Think Like An Historian
Think About Themes
An important tool in organizing and understanding history is
thinking about themes, or unifying threads, that may be
separated, even though they often intertwine. The themes
also provide ways to make comparisons over time. The
interaction of themes and periodization encourage
cross-period questions.
Five Themes of AP World
History
1.
2.
3.
4.
5.
Interaction between humans and the
environment
Development and interaction of cultures
State-building, expansion, and conflict
Creation, expansion and interaction of
economic system
Development and transformation of social
structures
Theme 1: Interaction Between
Humans and the Environment
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Demography and Disease
Migration
Pattern of Settlement
Technology
Theme 2: Development and
Interaction of Cultures
Religions
 Belief systems, Philosophies,
and Ideologies
 Science and Technology
 The Arts and Architecture

Theme 3: State-building, Expansion, and
Conflict
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Political structures and forms of
governance
Empires
Nations and Nationalism
Revolts and Revolutions
Regional, trans-regional, and Global
structures and Organizations
Theme 4: Creation, Expansion and
Interaction of Economic System
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Agricultural and Pastoral
Production
Trade and Commerce
Labor Systems
Industrialization
Capitalism and Socialism
Theme 5: Development and
Transformation of Social Structures
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Gender Roles and
Relations
Family and Kinship
Racial and Ethnic
Constructions
Social and Economic
Classes
TONIGHT’s HW - THEMES
1.
2.
3.
4.
5.
/

Choose one of the five themes.
Look for an article online or in the newspaper that fits
one or more themes.
Print or cut out the article.
Read the article and write a one paragraph summary.
Explain how the theme(s) you chose relates to your
article. (~5-7 sentences)
Articles must be of important information. (No sports,
weather, obituaries etc.)
You also need to organize your Binder!!!
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3-Ring 1-2” Binder specifically for this class
7 dividers (content outlines(CO), notes, reading activities(RA),
essays, quizzes, test, other)
Also, remember your supplies; notecards, extra paper,
and writing utensils
Think Like An Historian
We will never know all the events that have occurred in the past because
knowledge of most of them has not passed on to later generations. No one
thought to tell their children about these occurrences, and so remembrance
of them ceased when individuals died. However, some people, places and
events are remembered, sometimes through stories told around the fire at
night, occasionally by paintings on walls, or often through written records.
Historians look at all kinds of evidence in order to reconstruct the past,
including physical evidence left behind.
In order to find out what happened , an historian (or history
student) needs many skills, including the ability to analyze
perspective, or point of view. To an historian, history is
not a collection of static facts, but is an exciting, dynamic
puzzle that must be interpreted and analyzed.
Historical Thinking Skills
1. Crafting Historical Arguments from Historical
Evidence
Historical Argumentation
Historical thinking involves the ability to define and frame a question
about the past and to address that question through the
construction of an argument. A plausible and persuasive argument
requires a clear, comprehensive and analytical thesis, supported by
relevant historical evidence — not simply evidence that supports a
preferred or preconceived position. Additionally, argumentation involves
the capacity to describe, analyze, and evaluate the arguments of others
in light of available evidence.
2. Chronological Reasoning
Historical Causation
Historical thinking involves the ability to identify,
analyze, and evaluate the relationships between
multiple historical causes and effects,
distinguishing between those that are long-term and
proximate, and among coincidence, causation, and
correlation.
3. Comparison and Contextualization
Comparison
Historical thinking involves the ability to describe, compare, and
evaluate multiple historical developments within one society, one or
more developments across or between different societies, and in various
chronological and geographical contexts. It also involves the ability to
identify, compare, and evaluate multiple perspectives on a given historical
experience.
Contextualization
Historical thinking involves the ability to connect historical
developments to specific circumstances of time and place, and to
broader regional, national, or global processes.
4. Historical Interpretation and Synthesis
Interpretation
Historical thinking involves the ability to describe, analyze, evaluate, and
create diverse interpretations of the past — as revealed through primary
and secondary historical sources — through analysis of evidence, reasoning,
contexts, points of view, and frames of reference.
Synthesis
Historical thinking involves the ability to arrive at meaningful and
persuasive understandings of the past by applying all of the other
historical thinking skills, by drawing appropriately on ideas from different
fields of inquiry or disciplines and by creatively fusing disparate, relevant
(and perhaps contradictory) evidence from primary sources and secondary
works. Additionally, synthesis may involve applying insights about the past to
other historical contexts or circumstances, including the present.
Strayer Textbook
Cover me!!!!!!
Read me!!!!
Study me!!!
But don’t abuse me!!!
$94
Grading Policy
Grading Percentages:
 Homework/Daily
 Quizzes
work = 25%
= 25%
 Exams and Essays= 35%
 Semester Exam/Projects = 15%
Grading Values:
90-100
80-89
70-79
69-59.5
Below 59.5
A
B
C
D
F
Academic Procedures
Work is late when not submitted on its due
date.
- Major projects will have a specific due date.
- All work/projects will be accepted up to
1(one) day late (25% deduction after due date)
- Retest only will happen if tutoring is attended,
dates and times individually established
-
Supply List
1.
2.
3.
4.
5.
Labeled 7-Tab 3-ring binder
Notebook Paper
Writing Utensils
Textbook with a cover
Your Mind
(The mind is the term most commonly used to describe the higher
functions of the human brain, particularly those of which humans
are subjectively conscious, such as personality, thought, reason,
memory, intelligence and emotion.) – (Webster's Dictionary, 2009)
Behavioral Expectations
= Self-Regulation
1. Be Punctual
2. Be Prepared
3. Be Respectful
4. Be Your Best Self
Discipline Procedures
 - 1st violation = verbal warning
 - 2nd violation = student teacher conference
 - 3rd violation = Parent contact/conference
 - 4th violation or Major violation/disruption
= direct referral to appropriate AP
(You are not an exception to these procedures)
Class Procedures
1. Start bell ringer as soon as you get to class!
2. Teacher begins and ends class, not the bell.
3. Bathroom breaks not allowed . If you have an emergency
you need your agenda.
4. No food in class except water!!!
5. Label all assignments properly.
6. Cell phones are not permitted unless there is a teacher
directed BYOD activity.
* Follow all procedures, policies, and expectations as outlined in the SouthMoore High School student
handbook. (Read Handbook/Use Agenda/Calendar)
Safety Procedures
Fire Drill:
1.
Exit calmly and proceed to front parking lot.
2. Stand in a line near teacher for roll.
3. Promptly return to class.
Lock Down Drill:
1.
Remain calm and continue working, no talking!!!
2. Lockdown Plus + = lights off, work stops, no talking,
and everyone quietly sitting on floor away from doors.
Tornado Drill:
1. Exit calmly with helmet in hand to shelter room
downstairs – N128
2. Go to interior wall and quietly wait for teacher to
take head count and roll.
Class Environment
- Stress-free learning atmosphere
- Respect, courtesy, dignity
- Homework - personal responsibility
- Purpose – World knowledge
- Rewards – have fun learning &
become an informed citizen
If you understand
all of the previous
Due:
Due:
information August 26 !
August 26 !
th
Signature on Syllabus


Take home for parent/guardian to review
Parent will sign extra copy provided for teacher to file
th
Ticket
to Ride
Four Corners Activity
How many states/countries have
you visited?
Step 1: Pick a corner of the room that is your
answer.
Step 2: Discuss in your groups the states you have
visited. Share stories.
Step 3: Pick one person from your group to share
aloud a quick personal travel story.