Smooth Days in Bingham's Class
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The most complete information regarding the way the class works is in the "Course Overview" below.
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Supply List World History AP ( WHAP)
Besides a pencil or two and black ink pens, students will need the following:
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Supply List AP PsychBesides a pencil or two and black ink pens, students will need the following:
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Welcome! If we meet at the store 20 years from now, I guarantee you will admit, “Bingham! That class was not what I expected, you helped me change the way I looked at the world.”
Philosophy
In the current environment of math and science emphasis, the role of the Humanities is to give us desperately needed context and meaning. There is no intrinsic value to a quadratic equation or a periodic table without understanding the purpose for which it may be used. Geography, history, literature, art, psychology, archaeology anthropology and the like, give us perspective. They provide insight into what is, for our species, and for us as individuals, the most important narrative – the human story. This course is about striving for the answer to that greatest of questions, “What does it mean to be human?” We of course may never find that answer in its whole, the concept is too subjective, too big. What we can find are the constants, the unchangeable and various ways in which other people have approached that question. In doing so we will find a common vocabulary with which to communicate this striving, enrich our lives with our understanding and hone our skills as thinkers. On a personal level, this class is here to help inform your art and prepare you to appreciate the work of other artists. You will find the context and meaning that make other pursuits valuable and your art purposeful.
Three Simple Rules
• Show up to Meetings
• Engage your brain
• Stick to a Schedule
While in class
• Speak in a normal tone of voice, always. • Because paying attention is becoming a lost art, I employ a system to assist students in practicing this vital life skill. The acronym is SLANT. Sit up, Lean forward, Ask & answer questions, Nod your head, and Track the speaker.
• When I say "Listen up", students stop talking immediately (not at the end of a thought or sentence) and listen for instructions. Indicate non-verbally for others to "listen up."
• Don’t touch people. You don’t know where they've been. And don't touch their stuff either!
• Nothing goes airborne, including students!
• Please do not interrupt the instructor (that's me) while directions are being given. Ask questions to clarify, ask to go to the restroom or ask to sharpen your pencil - after instructions are completed.
• Raise your hand for permission to speak. If you wish to go to the restroom, raise your hand with your fingers crossed. I will give you a non-verbal response indicating either "yes", "no", or "wait a few minutes".
• Students will exhibit courtesy and respect toward all other students at all times. Hateful comments concerning race, gender, sexuality, political views, appearance, or any other characteristic will not be tolerated.
• The clock does not dismiss the class, it simply reminds me that I have the option of allowing you to leave. That will not happen until I have finished my thought or given you an assignment. Do not begin packing or leave your seat until instructed to do so.
• The room will be neat and orderly with the tables and chairs returned to their normal place when you leave. Really.
Other Considerations
• If you miss class for any reason, it is YOUR responsibility to find out what you missed – class moves on without you!
• The Internet is an integral part of this course. Check the website often. Often means repeatedly, frequently, regularly….a lot! It will be your best friend, especially if you miss class. Students will check the calendar on the main class site daily. BinghamsPlace.com is available for downloadable copies of secondary and primary sources, links to publisher companion sites, images, charts & maps, blogs, practice quizzes, videos, video tutorials and links to specific web content. All of this is organized by unit for relevance and ease of use.
• Pick a study group and make them your new appendage -exchange phone & email. Set up a Facebook page, a Google group, something! This is vital.
• You get one copy of a handout. If you lose it, it’s down loadable on the website, if you’re lucky. Use your pocket folder for this – one for each unit.
• “I don't know” is not an option for your answer to my question(s). I understand that you may not always know things, that's why you are taking this course. You will however, make an effort, it is my job to guide you toward better answers.
• If you ask if it’s for a grade, it is.
• I say everything once. I don’t argue with students.
• If you take my time, I'll take yours.
• If you cheat or plagiarize, you will receive a zero and my soul soul will die a little every time I look at you.
• Between classes is not the time for questions or informational updates. Email me or see me after school, better yet, check the web site! Or book a video conference.
Grading
• If you have an unexcused absence, the grade-book will show a blank or "missing" for any assignment the class completed in your absence. The missing/zero remains until your absence is excused and you complete the work. Emailing me is the best option to schedule the make up. Most make up times are posted on the class calendar.
• My goal is for your grades to reflect your learning as closely as possible.
• Bridging History (academic World History credit) uses an assignment and grading system called "constructive learning." Learn how it works here.
• In WHAP, there are reading checks which account for 40% of your grade in a marking period, and TESTs that come in the form of open ended responses or essays; they to account for 40% of your grade. Odds and ends activities called "synthesis" are 20% of your grade.
• The semester final exam will account for 20% of the semester grade – it pays to be organized!
• Make up assessments and re-assessments are available during lunch. You must make an appointment with me at least one day in advance.
Units
The Bridging History course is made up of six units that correspond to the district marking periods . Within each unit there are five to seven themes. A unit plan describing exactly what you will be expected to learn and do will be provided at the beginning of each unit. (Please see the "Unit Info" page.)
WHAP is divided into six units that correspond to the chronological boundaries of the course. (Please see the "Unit Info" page.)
Conceptual Skills
To gain the depth of understanding necessary to make the study of the human story both useful and meaningful, students will develop the intellectual ability to think in abstract and wide-ranging ways about the topics considered in the course. A working definition of each of those intellectual skills is listed below.
1. Causation: Understanding the ways in which an event has one or more antecedents that led to the event (cause & effect) both in a short and long term historical context. This implies the ability to consider coincidence.
2. Comparison: Identifying the various ways in which one event, person, place, era, society, etc. resembles another or several others. Contrast is implied by comparison.
3. Contextualization: Understanding the surrounding circumstances, conditions and connections in which a particular event occurred or situation existed. This implies the ability to see beyond the particular and see things as part of a more general pattern.
4. Interpretation: Determining the meaning being conveyed by a map, historical source, a literary work or a secondary explanation of events or circumstances. This implies the ability to understand that interpretations may vary according to context and theme and the data available.
5. Argumentation: Drawing conclusions based on facts and/or sources and effectively defending those conclusions based on valid reasons. Those reasons must be relevant to a particular case under discussion.
6. Use of Evidence: Applying the available, reliable and relevant facts in support of an argument.
7. Synthesis: Combining separate sources, facts and interpretations into a coherent whole.
8. Periodization: Categorizing historical time into parts that have some level of commonality so that the resulting periods contain events or structures that makes them useful to consider together as a whole.
9. Change over Time: Identifying patterns of characteristics between and among societies from one time period to others. This implies the ability to recognize characteristics and systems that have remained, in their essence, the same (continuity).
10. Skepticism: Applying a mindset in which one questions the bias or motives of a source or interpretation. This implies awareness of the point of view of the source.
11. Imagination: Using the ability to create a theoretical concept, vision or interpretation that one is not aware of or that does not exist based on known phenomena or circumstances. This implies the ability to generate alternative explanations or predict a range of outcomes.
WHAP Themes
The themes investigated and considered throughout this course offer a “big picture” framework to assist in making sense of the broad scope of this content. These provide a fundamental structure in which to consider the human story in and across time periods and regions of the world. These will drive the investigations contained within each unit.
· Interaction between Humans and the Environment: This theme includes considerations such as demography and disease; migration; patterns of settlement; technology
· Development and Interaction of Culture: This theme includes considerations such as religions; belief systems; philosophies; ideologies; science and technology; the arts and architecture.
· State Building, Expansion, and Conflict: This theme includes considerations such as political structures and forms of governance; empires; nations and nationalism; revolts and revolutions; regional, transregional, and global structures and organizations.
· Creation, Expansion, and Interaction of Economic Systems: This theme includes considerations such as agricultural and pastoral production; trade and commerce; labor systems; industrialization; capitalism and socialism.
· Development and Transformation of Social Structures: This theme includes considerations such as gender roles and relations; family and kinship; racial and ethnic constructions; social and economic classes.
Philosophy
In the current environment of math and science emphasis, the role of the Humanities is to give us desperately needed context and meaning. There is no intrinsic value to a quadratic equation or a periodic table without understanding the purpose for which it may be used. Geography, history, literature, art, psychology, archaeology anthropology and the like, give us perspective. They provide insight into what is, for our species, and for us as individuals, the most important narrative – the human story. This course is about striving for the answer to that greatest of questions, “What does it mean to be human?” We of course may never find that answer in its whole, the concept is too subjective, too big. What we can find are the constants, the unchangeable and various ways in which other people have approached that question. In doing so we will find a common vocabulary with which to communicate this striving, enrich our lives with our understanding and hone our skills as thinkers. On a personal level, this class is here to help inform your art and prepare you to appreciate the work of other artists. You will find the context and meaning that make other pursuits valuable and your art purposeful.
Three Simple Rules
• Show up to Meetings
• Engage your brain
• Stick to a Schedule
While in class
• Speak in a normal tone of voice, always. • Because paying attention is becoming a lost art, I employ a system to assist students in practicing this vital life skill. The acronym is SLANT. Sit up, Lean forward, Ask & answer questions, Nod your head, and Track the speaker.
• When I say "Listen up", students stop talking immediately (not at the end of a thought or sentence) and listen for instructions. Indicate non-verbally for others to "listen up."
• Don’t touch people. You don’t know where they've been. And don't touch their stuff either!
• Nothing goes airborne, including students!
• Please do not interrupt the instructor (that's me) while directions are being given. Ask questions to clarify, ask to go to the restroom or ask to sharpen your pencil - after instructions are completed.
• Raise your hand for permission to speak. If you wish to go to the restroom, raise your hand with your fingers crossed. I will give you a non-verbal response indicating either "yes", "no", or "wait a few minutes".
• Students will exhibit courtesy and respect toward all other students at all times. Hateful comments concerning race, gender, sexuality, political views, appearance, or any other characteristic will not be tolerated.
• The clock does not dismiss the class, it simply reminds me that I have the option of allowing you to leave. That will not happen until I have finished my thought or given you an assignment. Do not begin packing or leave your seat until instructed to do so.
• The room will be neat and orderly with the tables and chairs returned to their normal place when you leave. Really.
Other Considerations
• If you miss class for any reason, it is YOUR responsibility to find out what you missed – class moves on without you!
• The Internet is an integral part of this course. Check the website often. Often means repeatedly, frequently, regularly….a lot! It will be your best friend, especially if you miss class. Students will check the calendar on the main class site daily. BinghamsPlace.com is available for downloadable copies of secondary and primary sources, links to publisher companion sites, images, charts & maps, blogs, practice quizzes, videos, video tutorials and links to specific web content. All of this is organized by unit for relevance and ease of use.
• Pick a study group and make them your new appendage -exchange phone & email. Set up a Facebook page, a Google group, something! This is vital.
• You get one copy of a handout. If you lose it, it’s down loadable on the website, if you’re lucky. Use your pocket folder for this – one for each unit.
• “I don't know” is not an option for your answer to my question(s). I understand that you may not always know things, that's why you are taking this course. You will however, make an effort, it is my job to guide you toward better answers.
• If you ask if it’s for a grade, it is.
• I say everything once. I don’t argue with students.
• If you take my time, I'll take yours.
• If you cheat or plagiarize, you will receive a zero and my soul soul will die a little every time I look at you.
• Between classes is not the time for questions or informational updates. Email me or see me after school, better yet, check the web site! Or book a video conference.
Grading
• If you have an unexcused absence, the grade-book will show a blank or "missing" for any assignment the class completed in your absence. The missing/zero remains until your absence is excused and you complete the work. Emailing me is the best option to schedule the make up. Most make up times are posted on the class calendar.
• My goal is for your grades to reflect your learning as closely as possible.
• Bridging History (academic World History credit) uses an assignment and grading system called "constructive learning." Learn how it works here.
• In WHAP, there are reading checks which account for 40% of your grade in a marking period, and TESTs that come in the form of open ended responses or essays; they to account for 40% of your grade. Odds and ends activities called "synthesis" are 20% of your grade.
• The semester final exam will account for 20% of the semester grade – it pays to be organized!
• Make up assessments and re-assessments are available during lunch. You must make an appointment with me at least one day in advance.
Units
The Bridging History course is made up of six units that correspond to the district marking periods . Within each unit there are five to seven themes. A unit plan describing exactly what you will be expected to learn and do will be provided at the beginning of each unit. (Please see the "Unit Info" page.)
WHAP is divided into six units that correspond to the chronological boundaries of the course. (Please see the "Unit Info" page.)
Conceptual Skills
To gain the depth of understanding necessary to make the study of the human story both useful and meaningful, students will develop the intellectual ability to think in abstract and wide-ranging ways about the topics considered in the course. A working definition of each of those intellectual skills is listed below.
1. Causation: Understanding the ways in which an event has one or more antecedents that led to the event (cause & effect) both in a short and long term historical context. This implies the ability to consider coincidence.
2. Comparison: Identifying the various ways in which one event, person, place, era, society, etc. resembles another or several others. Contrast is implied by comparison.
3. Contextualization: Understanding the surrounding circumstances, conditions and connections in which a particular event occurred or situation existed. This implies the ability to see beyond the particular and see things as part of a more general pattern.
4. Interpretation: Determining the meaning being conveyed by a map, historical source, a literary work or a secondary explanation of events or circumstances. This implies the ability to understand that interpretations may vary according to context and theme and the data available.
5. Argumentation: Drawing conclusions based on facts and/or sources and effectively defending those conclusions based on valid reasons. Those reasons must be relevant to a particular case under discussion.
6. Use of Evidence: Applying the available, reliable and relevant facts in support of an argument.
7. Synthesis: Combining separate sources, facts and interpretations into a coherent whole.
8. Periodization: Categorizing historical time into parts that have some level of commonality so that the resulting periods contain events or structures that makes them useful to consider together as a whole.
9. Change over Time: Identifying patterns of characteristics between and among societies from one time period to others. This implies the ability to recognize characteristics and systems that have remained, in their essence, the same (continuity).
10. Skepticism: Applying a mindset in which one questions the bias or motives of a source or interpretation. This implies awareness of the point of view of the source.
11. Imagination: Using the ability to create a theoretical concept, vision or interpretation that one is not aware of or that does not exist based on known phenomena or circumstances. This implies the ability to generate alternative explanations or predict a range of outcomes.
WHAP Themes
The themes investigated and considered throughout this course offer a “big picture” framework to assist in making sense of the broad scope of this content. These provide a fundamental structure in which to consider the human story in and across time periods and regions of the world. These will drive the investigations contained within each unit.
· Interaction between Humans and the Environment: This theme includes considerations such as demography and disease; migration; patterns of settlement; technology
· Development and Interaction of Culture: This theme includes considerations such as religions; belief systems; philosophies; ideologies; science and technology; the arts and architecture.
· State Building, Expansion, and Conflict: This theme includes considerations such as political structures and forms of governance; empires; nations and nationalism; revolts and revolutions; regional, transregional, and global structures and organizations.
· Creation, Expansion, and Interaction of Economic Systems: This theme includes considerations such as agricultural and pastoral production; trade and commerce; labor systems; industrialization; capitalism and socialism.
· Development and Transformation of Social Structures: This theme includes considerations such as gender roles and relations; family and kinship; racial and ethnic constructions; social and economic classes.