I spent about 3-4 hours doing my WHAP reading tonight… it can be a lot, depending on how it’s taught at your school
@mathyone is correct. IME, even if they do, APWH is the AP option for a sophomore requirement , and APEH is a jr/sr elective. Of course, schools and districts can set up the curriculum as they see fit.
Anyway, to the OP, I never took APWH, and it wasn’t offered at my school, but the workload in any AP class is heavily dependent on the teacher. While the CB dictates what must be taught, they do not dictate the HW. It is also possible to find different teachers within the same school that have differing HW expectations. That all said, your D’s HW seems excessive.
Good point about CB not dictating homework. I’ve heard so many people on CC talk about having to do outlines for AP history. My D never had to do those in APUSH or World, and thought they sounded quite tedious.
Not that I’m recommending this to the OP, but I did have the tedious HW for APUSH. My solution? I didn’t do it. Yes, I took a hit on the HW grade, but sleep was more important to me. Now that I’m in college, I pretty much take the same tack with “recommended” readings. 
Ha–my son definitely had the approach of not doing tedious work.
I will note that I majored in history in college and never once had to do an outline. Sure, I sometimes took notes on my reading because it helped me remember and study. But outlines are in no way required to learn history at the college level 
I agree that not doing the tedious hw is also a good lesson in time management. Focus on what really matters. Always prioritize sleep and cut what can be cut. Know the % of each assignement and weight that - taking a small cut but being ready to participate in class with a good overview of facts and cause/consequence is more important than completing every single line of a super detailed assignement.
Some HS offer APWH as a two-year freshman-sophomore course. Others offer it as a senior course, and offer AP Euro as a sophomore course. It really depends.
S20’s school offers APWH as a freshman course. All 11 students in his class are freshmen so it’s their first time taking an AP course. D20’s APWH workload is nowhere near what OP described and so far he is getting an A. Fingers crossed that he will continue to do well.
My daughter’s APWH workload is not even close to that. I’ll have to ask her about specifics.
Update: Last night wasn’t as bad. In fact she had some time to get ahead and do work for Friday. However, looking at the syllabus, the work load is mind blowing. A big part of the work is doing something called Cornell notetaking. Anyone else having to take lots of notes? Is that the same as the outlining many of you mentioning?
I didn’t hear about Cornell note taking, but I know my son took tons of notes for both APWH and APUSH. For APUSH it was basically the homework, but I don’t remember for APWH. I’m sure they learned some note taking technique from the teacher because he probably wouldn’t have done so much on his own.
I know my kids have been required to do Cornell notes for some classes. Not sure whether that is the format they need to do for WHAP.
My D did barely any hw, maybe an hour a week at MOST, and argued with me when I suggested she would be disappointed in the long run. She has great short term retention, so aced the class tests. But she did pay when she only got a 3 on that AP exam after not maintaining study of old topics throughout the year. Her first choice college only grants credit for 4s and 5s for that test.
Coursenotes. Paraphrased copypasta. Skim skim and write as fast as possible. You learn all of the tricks by your senior year to handle a maximum AP course schedule, but the earlier the better.
Interesting @1or2Musicians My teacher has old students who have emailed her saying that outlining has helped them beyond belief in college lectures, all majoring in something related to history.
OP, My kids have said that in WHAP the focus is on big ideas so it’s possible that your kid is getting more bogged down in details than is necessary.
Is this normal? Assigned today (Wed) and due Fri. Keep in mind there is already HW that’s due tomorrow (Thurs):
Homework #10: Due Friday 9/23/2016
9/23/2016
2. Briefly define any of the following terms that are new to you: Muhammad ibn Abdullah, umma, Abu Bakr, Sunni, Shi’a, Abbasid, caliph, Sufi, Delhi Sultanate, Ibn Battuta, al-Andalus
- Use Chapters 6-7 in your textbook to respond to the following: Annotate the attached notes (add information/additional notes if not already included): What are the major beliefs of Islam? 3-4 sentences: Compare Muslim beliefs to Jewish and Christian beliefs. Annotate the attached notes: What were the motives for Arab conquests after the death of Muhammad? Take notes: What were the causes of the Sunni-Shi'a split? How do their beliefs differ? 1-2 paragraphs: How did the political characteristics of Islamic civilization change over time? Consider the transition from the Rightly Guided Caliphs to the Umayyad dynasty to the Abbasid dynasty. Take notes: How did the rise of Islam impact the status of women? How was the status of women in Islam influenced by outside cultures? Create a comparison chart, and take notes on how the arrival of Islam affected India, West Africa, and Spain. Take notes: What factors enabled Islamic civilization to become a focal point of international trade? Take notes: Identify the major cultural accomplishments of Islamic civilization. Specifically using Chapter 7, take notes on the following: Impact of the Delhi Sultanate Indian influence on Islam Patterns of expansion Decline of the Abbasid dynasty Impact of the Crusades Spread of Islam to South and Southeast Asia
(I’d start by deciding none of the terms in 2 are new to me, looking them up and being able to speak about them orally should be enough, no need to write everything out).
The rest looks like a lot of busywork. Does the teacher not trust the students to be able to read and retain information?
Does the teacher expect to cover all this in class - or is this supposed to be read outside of class to “skip it” and move to something else in class?
For a high school class, it does look like an awful lot of work - the birth of Islam, fundamentals of the religion, its early history, internal disputes and external battles, relationship to surrounding cultures, specific feudal system, and geographical expansion into India, Africa, and Spain would probably be covered over 2 (3?) classes in college, and thus correspond to a near weekly load of reading/notetaking (assuming about 40-50 pages of readings, maps, focus boxes, etc.), ie., 4-6 hours.
@MYOS1634 It seems like the teacher is all over the place. I don’t remember History classes in college being this intensive. We read a lot, high lighted and tried to memorize. From what I’m hearing parents have already started complaining, but I haven’t joined the bandwagon…yet. And I really don’t have anwers to your questions. D isn’t home yet. I have no idea what they are doing class, but I’ll ask.
What I remember from college was reading a lot, grasping the major themes, and being prepared to discuss intelligently. I never felt the need to outline or specifically memorize. That’s why I loved history in college and hated it in high school.
Your student is well on her way to a 5. Please sell me her notes next April 
But to be serious, I showed my junior your homework assignments. She commented it’s a lot of homework, and it’s probably the teacher. My kid attends #1 public school in our midwest state, which is more like a prep school than public school. She does not have that depth of homework in her WHAP. She took APUSH and AP Art History as a sophomore, AP Euro as a freshman. She found AP Art History to be an invaluable resource and backdrop for WHAP.
I can totally understand how this would be overwhelming for your student, esp. as her first AP course.