Monday, January 7th
Wednesday, August 7th Bell-Ringer: Please locate your assigned
seat using one of the sheets on the front tables. Pick up a copy of
the 5 Most Important worksheet from the front table. Silently read
the directions to yourself and complete the activity as directed.
As you work independently, please remain silent so that attendance
may be quickly taken.
Daily Agenda:Bell-Ringer: The 5 Most ImportantCourse
Introduction:SyllabusExpectationsStudent Info SheetDiscussion: Why
Study History?Document Analysis:Analysis in a BagIntro to
SOAPSEssential Questions: What can I expect out of APWH this year
and what will be expected out of me?What considerations do
historians make when evaluating evidence about the past?Homework:
Read syllabus and return Student Contract with parent
signature.2Insert a map of your country.So why take World History?A
people without the knowledge of their past history, origin and
culture is like a tree without roots. -- Marcus Garvey
History helps us understand people and societiesHistory helps us
understand changeHistory contributes to moral understandingHistory
proves identityHistory promotes good citizenshipHistory teaches us
to assess evidence criticallyHistory teaches us to analyze
conflicting interpretations
Historians do not perform heart transplants, improve highway
designs, arrest criminals, or produce music. So why bother study
history? Does it really serve a purpose? Or are we just studying
history because our parents did, and their parents before them?
Who would you vote for?Silently read the handout provided to
yourself. After looking over all four candidates, select the
candidate that you feel would make the best leader for our country.
Make sure to note (in a complete sentence) what about the candidate
appealed to you.If you voted for Candidate A, you wouldve
elected
Composite of EachIf you voted for Candidate B, you wouldve
elected
AdolfHitlerIf you voted for Candidate C, you wouldve elected
WinstonChurchillIf you voted for Candidate D, you wouldve
elected
JosephStalinWhy we STUDY history?History is a continuing
dialogue between the present and the past. Interpretations of the
past are subject to change in response to new evidence, new
questions asked of the evidence, new perspectives gained by the
passage of time.There is no single, eternal, and immutable "truth"
about past events and their meaning. The unending quest of
historians for understanding the pastthat is, "revisionism"is what
makes history vital and meaningful.APWH OverviewOur Challenge:
Discover, analyze, evaluate, and synthesize over 10,000 years of
human history in 17 weeks, taking careful time to emphasize 5
different themes and dozens of cultures on 6 different continents.
Our Reward: Complex understanding of how we have gotten here (in
every sense of the word), what shapes modern interactions, what
drives the behavior of groups and individuals, a refined sense of
what is right and what works, and with any luck some college credit
(over $600 worth).11Insert a picture of one of the geographic
features of your country.Course Themes:Interaction Between Humans
and the Environment: Demography and Disease, Migrations, Patterns
of Settlement, TechnologyDevelopment and Interaction of Cultures:
Religions, Philosophies, Ideologies, the Arts and Architecture,
ScienceState-building, Expansion, and Conflict: Forms of
Government, Regional and International OrganizationsCreation,
Expansion, and Interaction of Economic Systems: Agricultural and
Pastoral Production, Trade and Commerce, Labor Systems,
Industrialization, Capitalism and SocialismDevelopment and
Transformation of Social Structures: Gender Roles and Relations,
Family and Kinship, Racial and Ethnic Constructions, Social and
Economic ClassesGeneral Course Overview:No more than 30% of the
course is geared to European history (very different than Honors or
Standard)Major writing component to course (50% of AP Exam score
comes from essays Not Free Response like AP Human Geo.)Equal
emphasis should be paid to each theme!
13Insert a picture illustrating a season in your country.You
should know this going inThere is a TON of reading in this course,
and you cant get by without doing it!You will write essays weekly!
(Practice makes Perfect)On the AP Exam, you will write essays (3)
for 2 hours straight, only after taking a 70 min. multiple choice
test.Nationwide, APWH has the lowest pass rate of any AP Social
Studies course.
14Insert a picture of an animal and or plant found in your
country.Students taking at least 1 Advanced Placement course in
High School are 5 times more likely to graduate college with at
least a 4 year degree than students that do not.
Expectations and ResponsibilitiesYou are expected to:Attend
class regularly and on timeBring all required materialsComplete
assignments to the best of your abilityKeep an open mindUse your
time in class for the right purposesObey school and district
policies to ensure the best learning environment for everyoneYou
are entitled to:Relevant instructionAsk relevant
questionsPurposeful activitiesA College Board approved curriculumA
safe and clean learning environmentYour due respect and
dignityCourse Materials:Textbook Traditions and Encounters3-Ring
Binder (at least 1 no folders)Pens and Pencils (Blue and Black
only)HighlightersNotebook Paper (Youll need a bunch)AP Review Book
(Optional)
What is wrong with this picture?Hands-On HistoryLearning to
learn from the Past
How do historians communicate with the past?Which of these is
history?
1234History is the experience of human life extended over
time.
5History in a BagPlease take out one item (nothing valuable)
from your wallet, purse, backpack, etc. that does not personally
identify you by name. Working in your designated groups, place your
item in the brown bag (youll get it back in a few
minutes).Directions:Challenge: You are historians hired to make
some sense of the artifacts recovered on a recent archeological
dig. Your job is to reconstruct as much of the past using only the
artifact provided.Working with your partner, observe and analyze
the document placed before you silently.Make a list of everything
the object tells you on your own sheet of paper.You will have 5
minutes to analyze the document before each group will come to the
front and present their findings.
Reaching Conclusions:How did you go about analyzing the
document?What is the difference between observations and
inferences?Which of these is history based on?How can historians be
sure that their inferences are logical and correct?What problems
could historians run into as they try to make conclusions about the
past?
Historical Thinking Skills:Crafting Historical Arguments from
Historical Evidence: be able to consistently analyze such features
of historical evidence as audience, purpose, point of view, format,
argument, limitations, and context. Based on their analysis and
evaluation of historical evidence, students should also be able to
make supportable inferences and draw appropriate conclusions,
placing the evidence in its context.Chronological Reasoning: be
able to analyze and evaluate historical patterns of continuity and
change over time, making connections to course themes and global
processes.Comparison and Contextualization: be able to compare
related historical developments and processes across place, time,
and/or different societies (or within one society), explaining and
evaluating multiple and differing perspectives on a given
historical phenomenon.Historical Interpretation and Synthesis: be
able to critique diverse historical interpretations, recognizing
the constructed nature of historical interpretation, how the
historians points of view influence their interpretations, and how
models of historical interpretation change over time.A Modest
Proposal by Jonathan Swift (1729)It is a melancholy object to those
who walk through this great town or travel in the country, when
they see the streets, the roads, and cabin doors, crowded with
beggars of the female sex, followed by three, four, or six
children, all in rags and importuning every passenger for an
almstherefore, whoever could find out a fair, cheap, and easy
method of making these children sound, useful members of the
commonwealth, would deserve so well of the public as to have his
statue set up to recognize him as the savior of the nationI have
been assured by a very knowing American of my acquaintance in
London, that a young healthy child well nursed is at a year old a
most delicious, nourishing, and wholesome food, whether stewed,
roasted, baked, or boiled ... A child will make two dishes at an
entertainment for friends; and when the family dines alone, the
fore or hind quarter will make a reasonable dish, and seasoned with
a little pepper or salt will be very good boiled on the fourth day,
especially in winterThose who are more thrifty (as I must confess
the times require) may flay the carcass; the skin of which
artificially dressed will make admirable gloves for ladies, and
summer boots for fine gentlemenThe poorer tenants will have
something valuable of their own, which may help them to pay their
landlord's rent, their corn and cattle being already seized, and
money a thing unknownI can think of no one objection, that will
possibly be raised against this proposal, unless it should be
urged, that the number of people will be thereby much lessened in
the kingdom.
Introducing SOAPSHistorians work to reach valid, logical, and
reliable conclusions about the past.History cannot be proven, only
supported.What ends up in textbooks is not 100% true, but rather
generally accepted truths based on supporting evidence.To find the
most accurate and consistent truth, historians must look at all
their evidence and consider who created it, why it was created, who
it was created for, and what they can derive from it.A simple
acronym for this process is SOAPS: Speaker, Occasion, Audience,
Purpose, and So What?Lets Give It A Try:Each member of your group
will select a different letter to focus on SOAP.Take two minutes to
analyze the document with regard to that topic. After each person
shares their findings, as a group discuss the historical value of
the document. Ask yourself: Now that I know what it says, how can I
as a historian use it? How can it help me? What does it really
reveal?
SpeakerWho do you think created or published this
document?Serial Number, National Crest, Hammer and Sickle, etc.
What bias might they have about the topic of this document? Happy
farmers, lots of technology, serene backdrops, etc.
OccasionWhen was the document written, printed, or published?
Automobiles, power lines, machine gun, etc. Under what circumstance
was the document created?Size, material, writing in two languages,
etc.
AudienceFor whom was the document created?Persuasive imagery,
second language, etc.
PurposeWhy was the document created?Medium of Exchange, method
of propaganda, etc.
SignificanceWhat does it mean?Illustrates govt.s desired view of
their country, seek economic interaction, etc. How would it be
received?Persuasive depiction of cultural values, political views,
etc. How could it be useful?Illustrates presence of communism,
importance of modernization, influence of Buddhism, connections
with the West, etc.
Significance: The Piltdown Man
The Piltdown Man was a hoax in which bone fragments were
presented as the fossilized remains of a previously unknown early
human. These fragments consisted of parts of a skull and jawbone,
said to have been collected in 1912 from a gravel pit at Piltdown,
East Sussex, England. The significance of the specimen remained the
subject of controversy until it was exposed in 1953 as a forgery,
consisting of the lower jawbone of an orangutan deliberately
combined with the skull of a fully developed modern human.
EXIT SLIP:Please complete the Dear Absent Student slip provided.
On your way out of class, turn it in to the homework bin on the
front white bookshelf.