Monday, January 7 th

1. Monday, January 7th Bell-Ringer: Please locate your assigned seat using one of the sheets on the front tables. Pick up a copy of the personal definition worksheet from the table and find your seat. Silently read the directions to yourself and complete the activity as directed.

2. Daily Agenda: • Bell-Ringer: Personal Definitions • Word of the Day: charlatan • Course Introduction: • Syllabus • Expectations • Student Info Sheet • Discussion: Where does history come from? • Document Analysis: • Analysis in a Bag • Intro to SOAPS • Essential Questions: • What can I expect out of APWH this year and what will be expected out of me? • How considerations do historians make when evaluating evidence about the past? Homework: Read syllabus and return Student Info Sheet with signatures.

3. Charlatan: A fake; fraud; imposter; cheat Would you trust the Wizard of Oz, Gilderoy Lockhart (Harry Potter and the Chamber of Secrets), or Frank Abagnale Jr. (Catch Me If You Can)? I hope not. All three of these men were CHARLATANS, imposters who could not be trusted. The Wizard of Oz was a CHARLATAN who tried to trick Dorothy and her friends. Gilderoy Lockhart was a CHARLATAN who interviewed famous wizards and witches and then took credit for their heroic deeds. And Frank Abagnale Jr. was a CHARLATAN who pretended to be an airline pilot and a surgeon. “Read-Aloud” Day 1, Period 1

4. Charlatan: A fake; fraud; imposter; cheat • Which of the following do you think is the Odd Word Out? Why? • Phony • Sham • Honesty • Con “Odd Word Out” Day 1, Period 2

5. Answer • Which of the following do you think is the Odd Word Out? Why? • Phony • Sham • Honesty – does not involve trickery, or deception • Con “Odd Word Out” Day 1, Period 2

6. 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

7. 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 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?

8. APWH Overview • Our Challenge: Discover, analyze, evaluate, and synthesize over 10,000 years of human history in 15 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.

9. Course Themes: • Interaction Between Humans and the Environment: Demography and Disease, Migrations, Patterns of Settlement, Technology • Development and Interaction of Cultures: Religions, Philosophies, Ideologies, the Arts and Architecture, Science • State-building, Expansion, and Conflict: Forms of Government, Regional and International Organizations • Creation, Expansion, and Interaction of Economic Systems:Agricultural and Pastoral Production, Trade and Commerce, Labor Systems, Industrialization, Capitalism and Socialism • Development and Transformation of Social Structures: Gender Roles and Relations, Family and Kinship, Racial and Ethnic Constructions, Social and Economic Classes

10. 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.”

11. General 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!

12. You should know this going in… • There is a TON of reading in this course, and you can’t 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.

13. 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. In addition, college GPA’sfor students taking at least one AP in high school are significantly higherthan their peers.

14. 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 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

15. Course Materials: • Textbook – Traditions and Encounters • 3-Ring Binder (at least 1”– no folders) • Pens and Pencils (Blue and Black only) • Highlighters • Notebook Paper (You’ll need a bunch) • AP Review Book (Optional)

16. What is wrong with this picture?

17. Hands-On History Learning to learn from the Past How do historians communicate with the past?

18. Which of these is history? 2 1 History is the experience of human life extended over time. 5 4 3

19. Significance and Relevance: History changes constantly because we all view it through our own lens…

20. History in a Bag… Please 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 (you’ll get it back in a few minutes).

21. 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.

22. 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?

23. 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 alms…therefore, 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 nation…I 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 winter…Those 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 gentlemen…The 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 unknown…I 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.”

24. Introducing SOAPS • Historians 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?

25. Let’s 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?

27. Speaker • Who 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.

28. Occasion • When 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.

29. Audience • For whom was the document created? • Persuasive imagery, second language, etc.

30. Purpose • Why was the document created? • Medium of Exchange, method of propaganda, etc.

31. Significance • What 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.

32. 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.

33. 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.