Mrs. Schawann McGee AP World History

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Mrs. Schawann McGeeAP World History

• Aka WHAP

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Who is Mrs. McGee ?

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

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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 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.
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Course Outline
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Syllabus Overview
Period 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
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Think About the Big Picture
Just 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.
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TOOLS 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

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Think 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.
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Five Themes of AP World History

1. Interaction between humans and the environment
2. Development and interaction of cultures
3. State-building, expansion, and conflict
4. Creation, expansion and interaction of economic
   system
5. Development and transformation of social
   structures

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Theme 1 Interaction Between Humans and the
Environment

• Demography and Disease
• Migration
• Pattern of Settlement
• Technology

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Theme 2 Development and Interaction of Cultures

• Religions
• Belief systems, Philosophies, and Ideologies
• Science and Technology
• The Arts and Architecture

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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

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Theme 4 Creation, Expansion and Interaction of
Economic System

• Agricultural and Pastoral Production
• Trade and Commerce
• Labor Systems
• Industrialization
• Capitalism and Socialism

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Theme 5 Development and Transformation of
Social Structures

• Gender Roles and Relations
• Family and Kinship
• Racial and Ethnic Constructions
• Social and Economic Classes

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TONIGHTs HW - THEMES

• Choose one of the five themes.
• Look for an article online or in the newspaper
  that fits one or more themes.
• Print or cut out the article.
• Read the article and write a one paragraph
  summary.
• 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

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Think 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.
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Historical 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.
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2. Chronological Reasoning Historical
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.
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3. Comparison and Contextualization Comparison Hi
storical 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. Contextualization Historical
thinking involves the ability to connect
historical developments to specific circumstances
of time and place, and to broader regional,
national, or global processes.
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4. Historical Interpretation and
Synthesis Interpretation Historical 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. Synthesis Historical
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.
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Strayer Textbook
Cover me!!!!!! Read me!!!! Study me!!! But dont
abuse me!!!
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Grading Policy

• Grading Percentages
• Homework/Daily work 25
• Quizzes 25
• Exams and Essays 35
• Semester Exam/Projects 15

Grading Values 90-100 A 80-89 B 70-79 C 69-
59.5 D Below 59.5 F
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Academic 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

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Supply List

• Labeled 7-Tab 3-ring binder
• Notebook Paper
• Writing Utensils
• Textbook with a cover
• 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)

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Behavioral Expectations

• 1. Be Punctual
• 2. Be Prepared
• 3. Be Respectful
• 4. Be Your Best Self

Self-Regulation
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Discipline 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)

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Class Procedures

• 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)

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Safety Procedures

• Fire Drill
• Exit calmly and proceed to front parking lot.
• Stand in a line near teacher for roll.
• Promptly return to class.
• Lock Down Drill
• Remain calm and continue working, no talking!!!
• Lockdown Plus lights off, work stops, no
  talking, and everyone quietly sitting on floor
  away from doors.
• Tornado Drill
• Exit calmly with helmet in hand to shelter room
  downstairs N128
• Go to interior wall and quietly wait for teacher
  to take head count and roll.

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Class Environment

• - Stress-free learning atmosphere
• - Respect, courtesy, dignity
• - Homework - personal responsibility
• - Purpose World knowledge
• - Rewards have fun learning become an
  informed citizen

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If you understand all of the previous information
Due August 26th!
Due August 26th!

• Signature on Syllabus
• Take home for parent/guardian to review
• Parent will sign extra copy provided for teacher
  to file

Ticket to Ride
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Four Corners Activity
How 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.