Wednesday, January 6 - Early Humans - CHSWHAP

Wednesday, January
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
• Course Introduction:
• Syllabus
• Expectations
• Procedures
• Discussion: Class
• 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
Homework: Read syllabus and return Student Info. Sheet with
parent signature. Also, read AMSCO Chapter 1.
About Your Teacher:
• Born in MI, lived in FL longer than you’ve
been alive
• Graduated from Oviedo High School and
• 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
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
• An exercise in analysis,
critical thinking,
argumentation, and
• A detailed analysis of
everything that has ever
happened in human
• 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
• 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
• Absences  Check blue box in back for work; check
class wiki for materials
Getting to Know the Classroom:
• Front Board  Essential Question (WHAP) for
each day; Homework Assignment
• Side Board  Word of the Day; Misc.
• 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:
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
When (and how) does
human history begin?
• 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
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
Please read over your course syllabus and sign and
complete your Student Information Sheet (due
tomorrow). Also, read AMSCO Chapter 1.