Wednesday, January th 6 Bell-Ringer: Please locate your assigned seat on one of the sheets on the back table. 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 • Discussion: Class Procedures • Think-Pair-Share: Creation Myths • Reading: Once We Were Not Alone (Tattersal) Essential Questions: • What is the evidence that explains the earliest history of humans? What are the theories to interpret this evidence? Homework: Read syllabus and return Student Info. Sheet with parent signature. Also, read AMSCO Chapter 1. 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 14 years, 8 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 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 complete the work assigned and use 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. 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. 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) AMSCO AP Review Book Getting to Know You: • When prompted, please stand up and state your first and last name. • Then, choose one of the following questions and share your response with the class: • What is your dream job? • What is your favorite hobby? • What non-living person would you want to have dinner with? (Assuming they were not still dead) • If you could live anywhere else in the world, where would you want to live? So, where do we start? When (and how) does human history begin? Directions: • Silently read the slip of paper to yourself. The paper explains the beginnings of human history. • On the back, take a few minutes to SILENTLY write (in complete sentences) an explanation of whether you believe the information to be accurate and true. • Be prepared to share and explain your response. Creation Myths What is the purpose of a creation myth? 1. Defines the moral principles of a society 2. Guides their dealings with nature and the supernatural 3. Explains human social systems and daily life • What can creation myths tell us about the people who created them? Creation Myths • If creation myths must be taken on faith, then what happens when science begins providing physical evidence that challenges the basis of those myths? As we read together… • Before we begin reading together, look at the questions at the end of the article. • As we read, look for and highlight details that help explain how humans developed and why they persisted when other hominids did not. • Be prepared to discuss your reaction to the document. Homework: Please read over your course syllabus and sign and complete your Student Information Sheet (due tomorrow). Also, read AMSCO Chapter 1.