Chapter Notes

Click on the comment below for the notes on chapter 1.

Chronology

Chronological Boundaries of the Course
The course has as its chronological frame the period from approximately 8000 B.C.E. * to the present, with the period 8000 B.C.E. to 600 C.E. serving as the foundation for the balance of the course.

An outline of the periodization with associated percentages for suggested course content is listed below.

Foundations: circa 8000 B.C.E.-600 C.E 19-20%

600 C.E..-1450 22%

1450-1750 19-20%

1750-1914 19-20%

1914-the present 19-20%

Habits of Mind

Habits of Mind
The AP World History course addresses habits of mind in two categories: (1) those addressed by any rigorous history course, and (2) those addressed by a world history course.

Four habits of mind are in the first category:
1. Constructing and evaluating arguments: using evidence to make plausible arguments
2. Using documents and other primary data: developing the skills necessary to analyze point of view and context, and to understand and interpret information
3. Assessing continuity and change over time and over different world regions
4. Understanding diversity of interpretations through analysis of context, point of view, and frame of reference

Five habits of mind are in the second category:
1. Seeing global patterns and processes over time and space while connecting local developments to global ones
2. Comparing within and among societies, including comparing societies' reactions to global processes
3. Considering human commonalities and differences
4. Exploring claims of universal standards in relation to culturally diverse ideas
5. Exploring the persistent relevance of world history to contemporary developments

Themes of World History

Themes
The AP World History course requires students to engage with the dynamics of continuity and change across the historical periods that are included in the course. Students should be taught to analyze the processes and causes involved in these continuities and changes. In order to do so, students and teachers should focus on FIVE overarching themes which serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The themes also provide ways to make comparisons over time and facilitate cross-period questions. Each theme should receive approximately equal attention over the course of the year.

1. Interaction between humans and the environment
Demography and disease
Migration
Patterns of settlement
Technology

2. Development and interaction of cultures
Religions
Belief systems, philosophies, and ideologies
Science and technology
The arts and architecture

3. State-building, expansion, and conflict
Political structures and forms of governance
Empires
Nations and nationalism
Revolts and revolutions
Regional, transregional, and global structures and 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

Carl Sagan Article

Step One.... Read the article- underline, highlight, take notes in the margins; whatever you need to gain more understanding.

Step Two... Create a profile (become a follower) of this blog. Do not misplace it!

Step Three... Log in to the blog and answer this question. Just click on the comment and then type it in.

QUESTION: Summarize the Article (one paragraph). Why does Carl Sagan organize his calendar the way it is presented in the article? How does our history compare to the history of the Earth?

Welcome to AP World.... Part 1!!!

Hello everyone! I am excited and delighted that you chose to enroll in this class. Please try to keep on top of your work. Remember that your brain is a muscle, the more you use it the better it works.

=)