Mrs. Schawann McGee

AP World History

Mrs. Schawann McGee

AP World HistoryAka: WHAPAka: WHAP

Who is Mrs. McGee ?Who is Mrs. McGee ?I am an Air Force wifeI am a Georgia PeachI have lived in 5 states and 2 countries.I am a traveler, I have visited 29 states and 33 countries!

I am an Air Force wifeI am a Georgia PeachI have lived in 5 states and 2 countries.I am a traveler, I have visited 29 states and 33 countries!

AP World HistoryIntroduction

AP World HistoryIntroduction

“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 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 OutlineCourse Outline

Syllabus OverviewSyllabus OverviewPeriod Title Date Range

School Year Chronology

1 Technological and Environmental Transformations

2.5 million B.C.E – 600 B.C.E. ~ 2 weeks

2 Organization and Reorganization of Human Societies

600 B.C.E. – 600 C.E.~ 3 weeks

3 Regional and Trans-regional Interactions

600 C.E. - 1450 ~ 7 weeks

4 Global Interactions 1450 - 1750 ~ 7 weeks

5 Industrialization and Global Integration

1750 - 1900~ 7 weeks

5 Accelerating Global Change and Realignments

1900 - Present~ 7 weeks

Think About the Big PictureThink About the Big PictureJust 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 HISTORYTOOLS 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 the Big Picture Think About Themes Think About Chunks(Periodization) Think Comparatively Think About Change Over Time Think Like An Historian

Think About ThemesThink 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

Five Themes of AP World History

1. Interaction between humans and the environment

2. Development and interaction of cultures3. State-building, expansion, and conflict4. Creation, expansion and interaction of

economic system5. Development and transformation of social

structures

1. Interaction between humans and the environment

2. Development and interaction of cultures3. State-building, expansion, and conflict4. Creation, expansion and interaction of

economic system5. Development and transformation of social

structures

Theme 1: Interaction Between Humans and the Environment

Theme 1: Interaction Between Humans and the Environment

Demography and Disease

Migration Pattern of Settlement Technology

Demography and Disease

Migration Pattern of Settlement Technology

Theme 2: Development and Interaction of Cultures

Theme 2: Development and Interaction of Cultures

Religions Belief systems, Philosophies,

and Ideologies Science and Technology The Arts and Architecture

Religions Belief systems, Philosophies,

and Ideologies Science and Technology The Arts and Architecture

Theme 3: State-building, Expansion, and Conflict

Theme 3: State-building, Expansion, and Conflict

Political structures and forms of governance

Empires Nations and Nationalism Revolts and Revolutions Regional, trans-regional, and Global

structures and Organizations

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

Theme 4: Creation, Expansion and Interaction of Economic System

Agricultural and Pastoral Production

Trade and Commerce Labor Systems Industrialization Capitalism and Socialism

Agricultural and Pastoral Production

Trade and Commerce Labor Systems Industrialization Capitalism and Socialism

Theme 5: Development and Transformation of Social Structures

Theme 5: Development and Transformation of Social Structures

Gender Roles and Relations

Family and Kinship Racial and Ethnic

Constructions Social and Economic

Classes

Gender Roles and Relations

Family and Kinship Racial and Ethnic

Constructions Social and Economic

Classes

TONIGHT’s HW - THEMES TONIGHT’s HW - THEMES

1. Choose one of the five themes.2. Look for an article online or in the newspaper that

fits one or more themes. 3. Print or cut out the article.4. Read the article and write a one paragraph

summary.5. 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!!! 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

1. Choose one of the five themes.2. Look for an article online or in the newspaper that

fits one or more themes. 3. Print or cut out the article.4. Read the article and write a one paragraph

summary.5. 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!!! 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 HistorianThink 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 SkillsHistorical 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 ReasoningHistorical 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

ComparisonHistorical 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.

ContextualizationHistorical 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

InterpretationHistorical 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.

SynthesisHistorical 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 TextbookStrayer Textbook

Cover me!!!!!!Read me!!!!Study me!!!But don’t abuse me!!!

$94

Grading PolicyGrading PolicyGrading Percentages:

Homework/Daily work = 25%Quizzes = 25%Exams and Essays= 35%Semester Exam/Projects = 15%

Grading Percentages:

Homework/Daily work = 25%Quizzes = 25%Exams and Essays= 35%Semester Exam/Projects = 15%

Grading Values:

90-100 A80-89 B70-79 C69-59.5 DBelow 59.5 F

Academic ProceduresAcademic 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

- 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 ListSupply List1. Labeled 7-Tab 3-ring binder2. Notebook Paper3. Writing Utensils4. Textbook with a cover5. 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)

1. Labeled 7-Tab 3-ring binder2. Notebook Paper3. Writing Utensils4. Textbook with a cover5. 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 ExpectationsBehavioral

Expectations

1. Be Punctual2. Be Prepared

3. Be Respectful4. Be Your Best Self

1. Be Punctual2. Be Prepared

3. Be Respectful4. Be Your Best Self

= Self-Regulation

Discipline ProceduresDiscipline 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)

- 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 Class Procedures1. 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)

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 ProceduresSafety ProceduresFire 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 – N1282.Go to interior wall and quietly wait for teacher to take head count and roll.

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 – N1282.Go to interior wall and quietly wait for teacher to take head count and roll.

Class EnvironmentClass Environment- Stress-free learning atmosphere- Respect, courtesy, dignity- Homework - personal responsibility- Purpose – World knowledge - Rewards – have fun learning & become an informed citizen

- 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

information

If you understand all of the previous

information

Signature on SyllabusTake home for parent/guardian to reviewParent will sign extra copy provided for teacher to file

Signature on SyllabusTake home for parent/guardian to reviewParent will sign extra copy provided for teacher to file

Due: August 26th!

Due: August 26th!

Ticket to Ride

Four Corners ActivityHow 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.