Wednesday, January
th
7
Bell-Ringer: Please locate your assigned seat on one of
the sheets on the back tables. Silently complete the
textbook obligation card on your desk. When you finish,
keep the card on top of your desk and you may look
through the other handouts under your desk while I
take attendance.
Daily Agenda:
• Bell-Ringer: Obligation
Cards
• Course Introduction:
• Syllabus
• Expectations
• Procedures
• Video Clip: Why are we
here?
• Reading : Why Study
History?
• Establishing Relevance
Activity
Essential Questions:
• What can I expect out
of APWH this year and
what will be expected
out of me?
Homework: Read syllabus and return Student Info. Sheet with
parent signature. Also, read Bentley and Ziegler pgs. 5-15
Welcome!
About Your Teacher:
• Born in MI, lived in FL longer than you’ve
been alive
• Graduated from Oviedo High School and
UCF
• Married with two kids (Julia and Grant)
• Taught for 13 years, 7 at CHS
• Have taught every Middle and High School
Social Studies – Standard, Honors, and AP–
in every subject except Psych/Sociology
• Huge sports fan
• Watch far too much TV and too many
movies
APWH Overview
• Our Challenge: Discover, analyze, evaluate, and
synthesize over 10,000 years of human history in about
14 weeks, taking careful time to emphasize 5 different
themes and dozens of cultures on 6 different continents.
(That equates to covering about 150 years of world
history per day)
• Our Reward: A 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).
AP World History
What it is…
What it is NOT…
• A broad, thematic
overview of the history
of mankind
• An attempt to bring
more understanding of
human institutions to
students
• An exercise in analysis,
critical thinking,
argumentation, and
application
• A detailed analysis of
everything that has ever
happened in human
history
• An encyclopedic listing
of Jeopardy-style facts
• Mere memorization and
recitation of information
*** See Handout ***
Course Themes:
1. Interaction Between Humans and the
Environment: Demography and Disease, Migrations, Patterns
of Settlement, Technology
2. Development and Interaction of Cultures:
Religions, Philosophies, Ideologies, the Arts and Architecture, Science
3. State-building, Expansion, and Conflict: Forms of
Government, Regional and International Organizations
4. Creation, Expansion, and Interaction of
Economic Systems: Agricultural and Pastoral Production,
Trade and Commerce, Labor Systems, Industrialization, Capitalism
and Socialism
5. Development and Transformation of Social
Structures: Gender Roles and Relations, Family and Kinship,
Racial and Ethnic Constructions, Social and Economic Classes
General Course Overview:
• No more than 20% of the course is geared to European history
(very different than Florida’s State Standards)
• 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! (Wars are no more
important than Social Structures)
You should know this going in…
• To be successful in this course, you
will have to make a commitment to
completing the work and using your
class time (obligation to the whole)
• There is a TON of reading in this
course, and you can’t get by without
doing it! (See Reading Calendar)
• You will write essays twice a month!
(“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 course.
Students taking at least 1
Advanced Placement course
in High School are 33%
more likely to graduate
college with at least a 4
year degree than students
that do not.
Expectations and Responsibilities
You are expected to:
• Attend class regularly and
on time
• Bring all required materials
• Complete assignments to
the best of your ability
• Keep an open mind; respect
the opinions of others
• Use your time in class for
the right purposes
• Obey school and district
policies to ensure the best
learning environment for
everyone
You are entitled to:
• Relevant instruction
• Ask relevant questions
• Purposeful activities
• A College Board
approved curriculum
• A safe and clean
learning environment
• Your due respect and
dignity
Classroom Procedures:
• Bathroom  Permission, Sign-Out, Acquire Pass (5
minute limit), C-Wing only, Sign-In, NOT DAILY
• Homework  Placed in the bins in the back of room at
beginning of class (unless otherwise noted) the day
after it is assigned
• Leaving Seat  Tissues, pencil sharpening, and
throwing things away may be done discreetly without
first acquiring permission
• Tardies  Quietly sign-in, leave pass on Mr. Naruta’s
desk
• Absences  Check blue box in back for work; check
class wiki for materials
(www.CHSWHAP.wikispaces.com)
Getting to Know the Classroom:
• Front Board  Essential Question (WHAP) for
each day; Homework Assignment
• Side Board  Word of the Day; Misc.
Announcements/Reminders
• Back Table by Map  Sign-In/Out Sheet; Daily
Bell-Work Handouts; Kleenex
• Back Table by Bookshelf  Absent Work Bin;
Graded Work Folders; Pencil Sharpener
Course Materials:
1.
2.
3.
4.
5.
6.
7.
Textbook – Traditions and Encounters by
Bentley and Ziegler
3-Ring Binder (at least 1”– no folders)
Pens and Pencils (Blue and Black only)
Highlighters (At least 4 colors)
Notebook Paper (You’ll need a bunch)
Composition Book or Spiral Notebook (will stay
in the classroom)
AP Review Book (Optional)
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
As we read together…
• Underline in the article the main arguments the
author makes for why we study history
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?
• History helps us understand
people and societies
• History helps us understand
change
• History contributes to moral
understanding
• History proves identity
• History promotes good
citizenship
• History teaches us to assess
evidence critically
• History teaches us to analyze
conflicting interpretations
Why 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 past—that is,
"revisionism"—is what makes history vital and
meaningful.
Homework:
Please read over your course syllabus and sign and
complete your Student Information Sheet (due
tomorrow). Also, read Bentley and Ziegler pgs. 5-15.