PARENTS NIGHT PRESENTATION 2016 AP WORLD HISTORY PARENTS NIGHT PRESENTATION 2016 9TH GRADE STAFF Mr. Mike Jannace Mr. Matt Rivera 10th GRADE STAFF Mr. Tony Varajao

Benefits of A.P. Courses Despite the difficulty of an AP course: In the largest study ever on the impact of AP on college success, which looked at 222,289 students from all backgrounds attending a wide range of Texas universities, the researchers said they found "strong evidence of benefits to students who participate in both AP courses and exams in terms of higher GPAs, credit hours earned and four-year graduation rates." A separate University of Texas study of 24,941 students said those who used their AP credits to take more advanced courses in college had better grades in those courses than similar students who first took college introductory courses instead of AP in 10 subjects. Source: Jay Matthews. “Studies Find Benefits to Advanced Placement Courses”. Washington Post. Monday January 29, 2007.

ADVANCED PLACEMENT TRACK SACHEM EAST SOCIAL STUDIES CURRICULUM ADVANCED PLACEMENT TRACK GRADE 9 A.P. World History 9 BENCHMARKS: Quarterly Exams in 1st/3rd quarters MIDTERM in January FINAL EXAM in June ELECTIVE COURSES AP Psychology AP European History War, Conflict and Human Rights in the 20th Century Sociology Social Psychology Student Leadership Peer Education NOTE: Students CANNOT move from Global 9 Regents to AP World History 10 GRADE 10 A.P. World History 10 BENCHMARKS: Quarterly Exams in 1st/3rd quarters MIDTERM in January AP EXAM in May NY STATE REGENTS EXAM in June GRADE 11 Advanced Placement U.S. History BENCHMARKS: Quarterly Exams in 1st/3rd quarters MIDTERM in January AP EXAM in May NY STATE REGENTS EXAM in June GRADE 12 AP ECONOMICS Covers Micro and Macro Economics in one course Two separate AP Exams taken Any ONE AP Course Fulfills 12th grade graduation requirement BENCHMARKS: Quarterly Exams in 1st/3rd quarters MIDTERM in January AP EXAM in May FINAL EXAM in June Government (Choose One of Two) * Participation in Government with a focus on Social Issues (11, 12) * Participation in Government with a focus on Criminal Justice (11, 12) BENCHMARKS: FINAL EXAM at course conclusion Economics (One of the Two) Principles of Economics OR Honors Economics BENCHMARKS: FINAL EXAM at course conclusion OR AND AP U.S. GOV’T and POLITICS AP COMPARATIVE POLITICS

WHAT CAN YOU EXPECT FROM THE COURSE WHAT CAN YOU EXPECT FROM THE COURSE? THE COURSE DESCRIPTION AP WORLD HISTORY STUDENT HOMEPAGE https://apstudent.collegeboard.org/apcourse/ap-world-history The SIX Eras of Historical Periodization Technological and Environmental Transformations (8000 BCE to 600 BCE) Organization and Reorganizing of Human Societies (600BCE to 600 CE) Regional and Trans-regional Interactions (600CE – 1450) Global Interactions (1450-1750) Industrialization and Global Integration (1750-1900) Accelerating Global Change and Realignments (1900 to Present) The FIVE Major Themes of AP World History Interaction between Humans and the Environment Development and Interaction of Cultures State Building, Expansion and Conflict Creation, Expansion and Interaction of Economic Systems Development, Expansion and Interaction of Social Structures

AP World History “Historical Thinking Skills” These nine skills are focused on developing the “Habits of Mind” to think historically, as historians do, when they are approaching the past in a critical way. 1. Historical Causation - comparing causes and effects, both short and long term, and evaluating their interactions 2. Patterns of Continuity and Change over Time - connecting change and continuity over time to larger historical processes 3. Periodization - explaining ways that historical events can be organized within blocks of time 4. Comparison - comparing historical developments across place, time, and/or different societies or within one society 5. Contextualization - explaining and evaluating ways in which historical events or processes connect to broader regional, national, or global processes occurring at the same time

Historical Thinking Skills continued: 6. Historical Argumentation - explaining how historical arguments have been constructed from historical evidence as well as constructing interpretations through analysis of disparate, relevant historical evidence - evaluating and synthesizing conflicting historical evidence to construct persuasive historical arguments Using Relevant Historical Evidence - analyzing features of historical evidence such as audience, purpose, point of view, format, argument, limitations, and context relevant to the evidence considered and be able to make supportable inferences and draw appropriate conclusions 8. Interpretation - analyzing diverse historical interpretations, the historian’s perspective, and how those may change over time Synthesis - drawing from different fields if inquiry, and applying insights about the past to other historical contexts or circumstances, including the present

Academic Skills: 1. Note taking in class – organizing notes based on lecture 2. Note taking/outlining/prioritizing information from textbook 3. Organization – materials and “Time Management” Being PREPARED for class! 4. Advanced vocabulary – development and use 5. Analysis / Synthesis Of primary source documents Of historical processes, causes, changes, continuities 6. Writing Analytical Thesis development Evaluating sources and arguments 7. Participation/Discussion/Socratic Questioning

AP World History Work Level “It’s supposed to be hard AP World History Work Level “It’s supposed to be hard. If it wasn’t hard, everyone would do it. The hard is what makes it great” Consistently high expectations Nightly homework – includes reading! College level TEXTBOOK: Traditions and Encounters by Bentley and Ziegler TextbookWebsite: http://highered.mcgrawhill.com/sites/0072957549/information_center_view0/ Lots of Primary and Secondary source materials – Reading for meaning / “close reading” of material / annotating of reading Amount of time spent on homework depends on the strengths of the student Long term planning due to overlapping assignments – Types of assignments? AP level quizzes, exams and essays College level class discussions!! – Will students read material and be prepared even when there are no traditional “questions” that have to be answered???? Will students consistently and thoroughly do homework even it is not regularly checked in a traditional manner. Expectation is that all work is complete and students are prepared for class!! Preparation and planning is key

As Parents, what can you do to help? Support for your child – they will, in many cases, have at least some period of adjustment Please remember that this is NOT an Honors class Please try NOT to focus on grades alone – Be prepared for a possible/definite drop off in grades from middle school!! Focus on skills and improvement throughout the year! – Even over the course of the two year curriculum – be patient! We want to look for progress! Help keep your child organized Emphasize good study habits Help them with their time management use calendars, planners! check the E-School portal to stay on top of them

THTHE in World History THE AP WORLD HISTORY EXAM Students entering high school in September 2016, will take the A.P. World History Exam in May of 2018. Starting in May 2017, the AP World History exam will be NEW and REVISED to keep in line with the new AP European and AP U.S. History exams! This exam is 3 hours and 15 minutes long. It will be comprised of FOUR parts: 1 - 55 multiple choice questions (see example) - the multiple choice will be organized into sets of two to five questions that ask students to respond to stimulus material (primary or secondary source) such as texts, images, charts, graphs, maps, etc. Each question will test one or more of the nine historical thinking skills as well their knowledge of the historical issue at hand 2 - FOUR short answer questions (see example) - the short answer questions will require students to use historical thinking skills and content knowledge to respond to a historian’s argument. At least two of the four questions will consist of primary or secondary source stimulus material. These questions may require students to take a position based on the material presented. Advanced Placement Grading

3 - ONE Document Based Question - consisting of five to seven diverse documents, this question will emphasize a student’s ability to analyze and synthesize historical materials. Students will be required to formulate a thesis and support it with relevant evidence, including incorporating outside knowledge. The DBQ will focus on one targeted skill, such as causation, continuity and change over time, or comparison, and will vary from year to year. 4 - ONE Long Essay Question - students will be given a choice here between two options, both of which will target the same skill. Students will have to develop a thesis and argument which will need to be supported by analysis and synthesis of specific and relevant evidence.

Sachem East A.P. World Students vs. “The Test” 5 – Extremely Well Qualified 4 – Well Qualified 3 – Qualified - 3 or better indicates competence in college level work 2 – Possibly Qualified 1 – No Recommendation Students may receive college credit for a grade of “3” or above. Acceptence of score for college credit depends entirely on the individual college/university – the College Board does not set that policy WEBSITE: AP Credit Policy Search Page https://apstudent.collegeboard.org/creditandplacement/search-credit-policies A.P. Scores GLOBAL Results - % of students with a grade of 3 or better 2007-08 53% 2008-09 51% 2009-10 49% 2010-11 48% 2011-12 53% 2012-13 48% 2013-14 52% 2014-15 52% Percentage of students scoring a 3 or better at East: 2007-08 60% 76/127 2008-09 84% 76/90 2009-10 80% 82/102 2010-11 85% 81/95 2011-12 85% 88/104 (4=25 / 5=15) 2012-13 73% 58/79 (4=25 / 5=12) 2013-14 86% 79/92 (4=29 / 5=12) 2014-15 95% 80/84 (4=34 / 5=19)

“The Regents Exams” NOTE: The AP Exam grade DOES NOT count in any grade calculation in social studies, or any course for that matter. AP scores are not available until the beginning of July following the test. The REGENTS EXAM in Global History DOES count as 15% (the Midterm exam at the end of January is 5%) of the year’s grade in AP World History 10. The Regents Exam MUST be taken as a requirement for graduation.

Summer Assignment Why a summer assignment? Keep learning an active part of “down time” Gain confidence with regard to the AP material even before entering High School in September Gain familiarity with the AP textbook Shows staff where each student’s writing level and content analysis lies Tackle material to give us a little “head start” and more time for review at end of the year Assignment – Both the directions and the additional supplemental reading material – will be distributed by our 9th grade AP teachers to your child during visits to both Sagamore and Sequoya. These visits will take place near the end of May or the beginning of June. At that time the assignment will be explained and discussed in detail. The assignments and all materials will be available on the Sachem East Homepage in the late spring http://www.sachem.edu/schools/east/

Assignment will be posted at: http://www.sachem.edu/schools/east/ There are TWO parts to the 9th grade summer assignment. Assignment will be posted at: http://www.sachem.edu/schools/east/ Textbook reading – Chapter 2 “Early Societies in Southwest Asia and the Indo-European Migrations” and the completion of a series of questions related to the FIVE MAJOR THEMES of the AP World History curriculum Supplemental reading – Documents in World History, Early Civilizations section 1 – “Mesopotamian Values: Ideas About the Nature of Life and Death” and the completion of three study questions SUMMER ASSIGNMENT WILL BE DUE ON THE FIRST DAY OF CLASS IN ITS ENTIRETY

Yes!!! With Motivation and hard work. Is AP World History for everyone? Yes!!! With Motivation and hard work.