1. AP World History Orientation
Welcome Back
AP World History
Orientation

2. Orientation Day 1: class foundation Day 2: course foundation

3. Today day 1 Summer Assessments Seats and names—Personal Introductions
REMIND
Website &
Textbook Orders
Expectations
Behavior
Mind-set
Your academic structure
Summer Assessments

4. Remind.com Seats & Names Name you want to be called Hometown
Pets, Travel, Something few people know
Social Studies strength

5. www.gcsnc.com/Grimsley_High Staff directory Joseph Hill
Website & addresses
Textbooks order yours today
Staff directory
Joseph Hill
AP World History: An Essential Coursebook; 3rd Edition
by Ethel Wood Year Published: You need this book for the class. Get it right after reading this so you can order the cheaper used books.

6. 4th edition 21 page supplement HANDOUT
READ THIS TONIGHT
Highlight BIG ideas
Example: what are the 8 Tools for Learning History?
10 question M/C quiz Wednesday
Introduction the AP way

7. Expectations 1) Behavior class room rules & consequences
* phones, charging, etc. this is your warning & SI Pass  Room 100
* be on time, be present (the gift and power of this moment)
2) Mind Set  mental toughness, perseverance
* this will get you through the tough times ahead
* dealing with stress  depressed and anxious: the Power of Right Now
3) Academic Structure  What do you really mean when you say “I studied”?
* Time management
* Functional Workspace (handout)

8. Breakout Reflect and write on your slip
Find 2 or 3 others, share & discuss

9. Define “Studying”
IDEAL Workplace

10. Typical nightly AMOUNT of time spent studying
Things that get in the way

11. Time Management Ideal Work Space
* First step is to create a list of all the demands on your time
-- Then prioritize them
This will give you a much better feel for what needs to be done and the time it will take
* There is power in completing something and checking it off!
Check these out tonight:
/20/time-management-101-stop-managing- time/#67c16dd324f9 (article)
* You need a place where you can do your best school work. It is not always quiet, but is always dependable.
* Eliminate distractions. Put away the phone for say, 30 minutes, then come back to it if needed.
* Have all necessary materials. Your workspace is organized will all the tools you need.
Check these out tonight:
l&mid=DA3F9C704E ED1DA3F9C704E ED1&&FORM=VRDGAR
(short & quick)
workspace/ (QUIET space preferences)

12. https://www. youtube. com/watch. v=9jjHKn4dyJs&feature=youtu
(WHAP way)
(history of world in 2 minutes)
(history of world in 2:45—lighter)

13. Summer assessments

14. Orientation Day 2

15. Reflect * REMIND.com * Website * TEXTBOOK orders—done yet?
* Expectations
-behavior/cell phones in class
-Mind set: Growth, Perseverance, Mindfulness & the Moment
-Your academic structure: got your Ideal Work space? Manage your time, reduce your stress
Summer assessments—lets finish up now

16. Ethel Wood Text 4th edition handout
Because the AP Exam has changed TWICE in the last 2 years, this handout is the only difference between the 3rd and 4th editions

17. THEMES, PERIODS, AND SKILLS
Five themes, six periods, and nine historical skills needed to pass the AP Exam

18. FIVE HISTORICAL THEMES
Interaction Between Humans and the Environment (ENV)
Development and Interaction of Cultures (CUL)
State Building, Expansion, and Conflict (SB)
Creation, Expansion, and Interaction of Economic Systems (ECON)
Development and Transformation of Social Structures (SOC)

19. INTERACTION BETWEEN HUMANS AND THE ENVIRONMENT (ENV)
Fundamental theme in World History
The environment not only shaped human societies, human societies also affected the environment
Before human migration led to the peopling of the earth, they interacted as hunters, foragers, fishermen, and later farmers or pastorals
Environmental factors such as rainfall patterns, climate, and available flora and fauna have also impacted life in different regions
Human impact only intensified as populations grew and people began migrating

20. DEVELOPMENT AND INTERACTIONS OF CULTURES (CUL)
Explore the origins, uses, dissemination, and adaptation of ideas, beliefs, and knowledge within societies.
Studying dominant belief system(s) or religions, philsopophical interests and technical and artistic approaches to see how major groups view each other
Comparing social cultures to reveal what is both unique to a culture and what is shares with other cultures
Analyze and trace particular cultural trends or ideas across human societies

21. STATE BUILDING, EXPANSION, AND CONFLICT (SB)
Understanding the processes by which hierarchical systems of rule have been constructed and maintained and the conflicts brought about by them
Organizational and cultural foundations of long-term stability and the internal and external causes of conflict
Discuss various forms of state development and expansion through various production strategies and cultural and ideological foundation.
Discuss different types of states, while also exploring interstate relations, warfare, diplomacy, and the formation of international organizations

22. CREATION, EXPANSION, AND INTERACTION OF ECONOMIC SYSTEMS (ECON)
Survey the divers patterns and systems that human societies have developed as they exploit their environments to produce, distribute, and consume desired goods and services across time and space.
Discuss patterns of trade and commerce between various societies
Influence of cultural and technological diffusion, migration, state formation, social classes, and human interaction with the environment
Discuss the development of various labor systems and economic systems

23. DEVELOPMENT AND TRANFORMATION OF SOCIAL STRUCTURES (SOC)
Focuses on relations among human beings.
Discuss how human societies develop ways of grouping members
Analyze the processes of how social categories, roles, and practices were created
Discuss connections between changes in social structures and other historical shifts

24. SIX HISTORICAL PERIODS
…to c. 600 BCE: Technological and Environmental Transformations
C. 600 BCE to C. 600 CE: Organization and Reorganization of Human Societies
C. 600 CE to C CE: Regional and Interregional Interactions
C to C. 1750: Global Interactions
C to C. 1900: Industrialization and Global Integration
C to the Present: Accelerating Global Change and Realignments

25. TECHNOLOGICAL AND ENVIRONMENTAL TRANSFORMATIONS
… to C. 600 BCE
Big Geography and the Peopling of the Earth
The Neolithic Revolution and Early Agricultural Societies
The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

26. ORGANIZATION AND REORGANIZATION OF HUMAN SOCIETIES
C. 600 BCE to C. 600 CE
The development and Codification of Religious and Cultural Traditions
The Development of States and Empires
Emergence of Interregional Networks of Communication and Exchange

27. REGIONAL AND INTERREGIONAL INTERACTIONS
C. 600 CE to C CE
Expansion and Intensification of Communication and Exchange Networks
Continuity and Innovation of State Forms and Their Interactions
Increased Economic Productive Capacity and Its Consequences

28. GLOBAL INTERACTIONS C. 1450 to C. 1750
Globalizing Networks of Communication and Exchange
New Forms of Social Organization and Modes of Production
State Consolidation and Imperial Expansion

29. INDUSTRIALIZATION AND GLOBAL INTEGRATION
C to C. 1900
Industrialization and Global Capitalism
Imperialism and Nation-State Formation
Nationalism, Revolution, and Reform
Global Migration

30. ACCELERATING GLOBAL CHANGE AND REALIGNMENTS
C to the PRESENT
Science and the Environment
Global Conflicts and Their Consequences
New Conceptualizations of Global Economy, Society, and Culture

31. 8 HISTORICAL THINKING SKILLS (HTS)
Analyzing Evidence: Content and Sourcing
Interpretation
Comparison
Contextualization the 3 Cs
Causation
Patterns of Continuity and Change Over Time (CCOT)
Periodization
Argumentation

32. ANALYZING EVIDENCE: CONTENT AND SOURCING
Explain the relevance of the author’s POV, Purpose, Audience, and Context
Demonstrate understanding of a primary source
Evaluate the usefulness, reliability, and limitations of a primary source in answering particular questions

33. INTERPRETATION Analyze a historian’s argument
Explain how the argument has been supported through the analysis of relevant historical evidence, and evaluate the argument’s effectiveness
Analyze diverse historical interpretations

34. COMPARISON
Compare diverse perspectives represented in primary and secondary sources
Compare different historical individuals, events, developments, and processes
Analyze both similarities and differences in order to draw historically valid conclusions
Comparisons can by made across different time periods, geographical locations, and different historical events or developments within the same period/geographical location

35. CONTEXTUALIZATION
Situate historical events, developments, or processes within the broader regional, national, or global context in which they occurred in order to draw conclusions about their relative significance

36. CAUSATION
Explain long- and short-term causes and/or effects of a historical event, development, or process
Evaluate the relative significance of different causes/effects on historical events or processes, distinguishing between causation and correlation

37. SYNTHESIS
Make connections between a given historical issue and related developments in a different historical context, geographical area, period, or era
Make connections between different themes and approaches to history
Use insights from a different discipline or field of inquiry to better understand a given historical issue

38. PATTERNS OF CONTINUITY AND CHANGE OVER TIME (CCOT)
Identify patterns of continuity and change over time and explain the significance of such patterns
Explain how patterns of continuity and change over time relate to larger historical processes or themes

39. PERIODIZATION
Explain ways historical events and processes can be organized into discrete, different, and definable historical periods
Evaluate whether a particular event/date could or could not be a turning point between different definable historical periods
Analyze different/competing models of periodization

40. ARGUMENTATION
Articulate a defensible claim about the past in the form of a clear and compelling thesis that evaluates the relative importance of multiple factors and recognizes disparate, diverse, or contradictory evidence or perspectives
Develop AND support a historical argument, through a close analysis of relevant and diverse historical evidence, framing the argument and evidence around a specific HTS
Evaluate evidence to explain its relevance to a claim or thesis, providing clear links between the evidence and the argument
Relate diverse historical evidence in a cohesive way to illustrate contradiction, corroboration, qualification, etc. in developing an argument

41. CAPP Document Analysis/DBQ essential skill
Context
Audience
Purpose
POV

42. 8 Geographical Regions
Where is Europe?

43. Quiz on the Introduction from the 4th edition of Wood text
Get out paper & number it 1-10