Sixth Grade Mathematics Syllabus - DeKalb School of the Arts



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School Year 2017-2018

|Course Name |Advanced Placement World History |Course Code |45.0811001 |

| | | |45.2811001G |

|School Name |DeKalb School of the Arts |Teacher Name |Sondra Beth Williams |

|School Phone Number |678-676-2502 |Teacher Email |sondra_b_williams@ |

|School Website |dsa.dekalb.k12.ga.us |Teacher Website | |

Course Description: AP World History is the study of human societies globally. It is designed to mirror an introductory college-level course. This course explores and analyzes thematically the interaction between humans, their societies, and their environments. Students are required to develop the thinking skills and processes that historians use in order to create historical narrative. Students will also be required to explore many different geographical regions and examine chronological sequences to compare historical events, people, ideas, technology, social systems, political constructs, migration patterns, art, and architecture. Students will analyze and assess competing models of periodization and recognize aspects of historical turning points. The course relies heavily on college-level resources including texts, primary sources, and diverse interpretations presented in historical scholarship. These resources are designed to develop the skills required to analyze point of view and to interpret evidence to use in creating plausible historical arguments, including causation. These tools will also be used to assess issues of change and continuity over time, to identify and contextualize global processes, to compare within and among societies, to understand diverse interpretations of history, and to synthesis disparate evidence from primary and secondary sources. This course is authorized by the College Board.

AP World History Themes –

Theme 1- Interaction Between Humans and the Environment: Demography & disease, migration, patterns of settlement, and technology

Theme 2- Development and Interaction of Cultures: Religions, belief systems, philosophies and ideologies, science and technology, art and architecture

Theme 3: State-building, Expansion, and Conflict: Political structures and forms of governance, empires, nations and nationalism, revolts and revolutions, regional and transregional global structures and organizations

Theme 4: Creation, Expansion, and Interaction of Economic Systems: Agricultural and pastoral production, trade and commerce, labor systems, industrialization, capitalism, and socialism

Theme 5: Development and Transformation of Social Structures: Gender roles and relations, family and kinship, racial and ethnic constructions, social and economic classes

AP World History Time Periods & Percentage of the Course:

Period 1- 8000BCE to 600BCE Technological & Environmental Transformations = 5%

Period 2 – 600 BCE to 600 CE Organization & Reorganization of Human Societies= 15%

Period 3 – 600 CE to 1450 CE Regional & Transregional Interactions = 20%

Period 4 – 1450 CE to 1750 CE Global Interactions = 20%

Period 5 – 1750 CE to 1900 CE Industrialization & Global Integration = 20%

Period 6 – 1900 CE to the Present Accelerating Global Change & Realignments = 20%

Curriculum Overview

The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.

|CURRICULUM OVERVIEW |

|Unit 1 – Unit 1- Period 1 Technological & Environmental Transformations, 8000 BCE to 600 BCE –The Neolithic Revolution Stearns, Chapter One (Week |

|One) |

|Unit 2 – Period 2 Organization & Reorganization of Human Societies, 600 BCE to 600 CE - The Classical World Stearns, Chapter 2 – 5 (Weeks 2, |

|3, 4, 5) |

|Unit 3 – Period 3 Regional and Transregional Interactions, 600 CE to1450 CE –The Postclassical World Stearns, |

|Chapters 6 - 15 (Weeks 6, 7, 8, 9, 10, 11, 12, 13) |

|Unit 4 – Period 4 Global Interactions, 1450 CE to 1750 CE - The Early Modern World |

|Stearns, Chapters 16 - 22 (Weeks 14-19) |

|Unit 5 – Period 5 Industrialization and Global Integration, 1750 CE to 1900 CE –The Age of Revolutions Stearns, Chapter 23-27 |

|(Weeks 20-25) |

|Unit 6 – Period 6 Accelerating Global Change & Realignments, 1900 CE to the Present –The Modern Era Stearns, Chapter 28-36 (Weeks|

|26-32, plus two week review for AP Exam) |

BOARD-APPROVED INSTRUCTIONAL MATERIALS

|Title | World Civilizations: The Global Experience, 5E AP |

|ISBN |0-13-220699-4 |

|Replacement Cost |$98.47 |

|Online book and/or resources | |

| | |

| | |

| |College Board AP World History Student Homepage |

| | |

| |Internet History Sourcebooks Project: |

|Online student access code (school specific) |Students must set up individual accounts in some cases. Other resources are open. |

GRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal. See Board Policy IHA.

|GRADING CATEGORIES |*GRADE PROTOCOL |

|Pre-Assessments Prior to Learning (Formative Assessments) - 0% |A 90 – 100 ~P (pass) |

|Assessments During Learning – 25% |B 80 – 89 ~F (fail) |

|Guided, Independent, or Group Practice – 45% | |

|Summative Assessments or Assessments of Learning– 30% |C 71 – 79 |

| |D 70 |

| |F Below 70 |

Notes:

*English Learners (ELs) must not receive numerical or letter grades for the core content areas in elementary and middle school during their first year of language development. A grade of CS or CU must be assigned. This rule may be extended beyond the first year with approval from the EL Studies Program. English Learners must receive a grade for ESOL courses.

• Students in this class will participate in pre and post tests in the content area. "Student Learning Objectives" (SLOs) are in place to serve as a measure of the powerful impact of teachers on student learning in non-(standardized) tested classes.

• Where students of varying abilities are enrolled in a class, the workload and/or assignments maybe modified to meet the needs and abilities of the individual student. All classes will promote a high level of rigor within the curriculum.

• The teacher reserves the right to modify a syllabus as needed with appropriate notification to students.

|DISTRICT EXPECTATIONS FOR SUCCESS |

|STUDENT PROGRESS |Semester progress reports shall be issued four and a half, nine and thirteen and a half weeks into each |

| |semester.  The progress of students shall be evaluated frequently and plans shall be generated to remediate |

| |deficiencies as they are discovered. Plans shall include appropriate interventions designed to meet the needs of|

| |the students. See Board Policy IH. |

|ACADEMIC INTEGRITY |Students will not engage in an act of academic dishonesty including, but not limited to, cheating, providing |

| |false information, falsifying school records, forging signatures, or using an unauthorized computer user ID or |

| |password. See the Code of Student Conduct - Student Rights and Responsibilities and Character Development |

| |Handbook. |

|HOMEWORK |Homework assignments should be meaningful and should be an application or adaptation of a classroom experience. |

| |Homework is at all times an extension of the teaching/learning experience.  It should be considered the |

| |possession of the student and should be collected, evaluated and returned to the students. See Board Policy IHB.|

|MAKE-UP WORK |When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently |

|DUE TO ABSENCES |beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days |

| |absent. Make-up work must be completed within the designated time allotted. See Board Policy IHEA. Local |

| |Guidelines: Work assigned prior to absence(s) is due upon return. Tests or projects assigned before absence are |

| |due upon return. Tests will be made up according to teacher(s)’ schedule. If the student is absent due to |

| |unforeseen circumstances within board approved absences, the student will be permitted the equal number of |

| |absent days to make up work assigned during the absence. If absence is unexcused, make up work may not be |

| |accessed. |

|SCHOOL EXPECTATIONS FOR SUCCESS |

|CLASSROOM EXPECTATIONS |1. Students must adhere to the DCSS Student Code of Conduct |

| |2. Students may bring water only to class. |

| |3. Electronic devices must be off and out of sight during instruction. |

| |4. Students must be seated by the last bell. |

| |5. Students must be prepared for class. |

| |6. Students must maintain a respectful demeanor at all times. |

| |7. Students must keep an organized notebook for review purposes. |

|MATERIALS AND SUPPLIES |Princeton Review: Cracking the AP World History Exam |

| |3-Ring Binder w/pockets |

| |Blue or black ink pens |

| |Lined notebook paper |

| |Access to books for outside reading |

|EXTRA HELP |Tutorial Days: Tuesday & Thursday |

| |Tutorial Hours: 3:30 - 4:30 by appt. |

| |Tutorial Location: Room 309 |

|PARENTS AS PARTNERS | |

| | dekalb.k12.ga.us/dsa |

| |dekalb.k12.ga.us |

Course Outline:

Period 1 - Technological & Environmental Transformations, 8000 BCE to 600 BCE –The Neolithic Revolution Stearns, Chapter One (Week One)

o Key Concept 1.1 Big Geography & the Peopling of the Earth

o Key Concept 1.2 The Neolithic Revolution & Early Agricultural Societies

o Key Concept 1.3 The Development & Interactions of Early Agricultural, Pastoral, & Urban Societies

Topics for Lecture and Socratic Discussion:

• Prehistoric Societies

• From Foraging to Agricultural and Pastoral Societies

• Neolithic Revolution

• Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa, and Oceania

• Basic features of early civilizations: Mesopotamia, Egypt, Indus, Shang, Olmec, and Chavin

• Concept and Interpretations of ‘civilization’

Primary Textual, Visual, and Data Sources:

o Internet History Sourcebooks Project: Chavaux Cave Paintings

o Images: Catal Huyuk, Oracle Bones, Mesopotamian cuneiform

o Documents : Selections from “Hammurabi’s Code” & “Egyptian Famine”

o Reilly, Worlds of History Volume One, *“Cities and Civilizations” *Secondary Source

o Stearns, World Civilizations: The Global Experience, 5th Ed. – Dates and demographic data compared to Strayer, Ways of the World, “World Population Graph, 3000 BCE – 1500 CE”

Unit One Activities Examples:

o Key Concept 1.2, Theme 1

Comparative Essay: “The Biggest Mistake or the Greatest Advancement” - Students will annotate “The Worst Mistake in the History of the Human Race” by J. Diamond, “Problem One” from 32 Problems in World History by E. Fenton, or “Cities and Civilizations” by K. Reilly, and compare with Ch. 1 of Stearns to develop their own assessment of the Neolithic Revolution.

o Key Concept 1.3, Theme 2

Archeological “Dig”: Groups will analyze bags of random evidence to create a ‘cultural identity ‘and determine what additional items could provide relevant information to assess the identity/cultural aspects of the bag’s owner.

o Key Concept 1.3 Themes 1 & 3

Core Civilizations Map and Chart: Students will locate and label the four river valleys, and the Olmec and Chavin regions. Students will create a SPRITE chart of the following characteristics of each civilization: Social Order, Political Structure, Religions/Belief Systems, Interaction, Technology/Arts, and Economics

Period 2 – Organization & Reorganization of Human Societies, 600 BCE to 600 CE - The Classical World Stearns, Chapter 2 – 5 (Weeks 2, 3, 4, 5)

o Key Concept 2.1 The Development & Codification of Religious and Cultural Traditions

o Key Concept 2.2 The Development of States and Empires

o Key Concept 2.3 The Emergence of Transregional Networks of Communication & Exchange

Topics for Lecture and Socratic Discussion:

• Classical Civilizations and Interactions with Nomadic Cultures

• Major Belief Systems: Religion and Philosophy- Judaism, Zoroastrianism, Christianity, Hinduism, Buddhism, Daoism, Confucianism, Legalism, Shintoism, Polytheisim, Animism

• Focus on Animism: Australasia and Sub-Saharan Africa

• Early Trading Networks: Silk Road, the Indian Ocean, and Transregional/InteregionalTrade

• Developments in Mesoamerica and Andean South America: Maya and Moche

• Bantu Migration and Sub-Saharan Africa

Primary Textual, Visual, and Data Sources:

o Reilly, Worlds of History Volume One, Selections from the Confucian Analects

o Reilly, Worlds of History Volume One, Selections from the Upanishads (Karma and Reincarnation)

o Internet History Sourcebooks Project: Ban Zhao, “Lessons for Women”

o Internet History Sourcebooks Project: Images of Persepolis

o Stearns, World Civilizations, 5th Ed, “Images of Sacredness” and “Toltec Temple Columns”

o Ven. S. Dhammika, translation “The Edicts of King Ashoka”

o Internet History Sourcebooks Project: From “Slavery in the Roman Republic” & “Inscriptions from Pompeii”

o Strayer, Ways of the World, “World Population During the Age of Agricultural Civilization Graph” (Ch.4)

Unit Two Activities Examples:

o Key Concept 2.1, 2.2, 2.3, Themes 1-5

Visual Organizer: “What Killed the Empire?” Students will trace a ‘dead body’ outline on bulletin board paper and fill in characteristics of an empire to match corresponding parts of a human body. For instance, the head would be governance. Students will use word bubbles to denote internal or external weaknesses or vulnerabilities of this ‘body’. Groups will decide what caused the ‘death’ (decline) of their empire and present the findings to the class.

o Key Concept 2.1 & 2.3, Themes 1, 2 & 3

Document-Based Essay: “Responses to the Spread of Buddhism”, 2004 College Board AP Exam

o Key Concept 2.1, 2.2, 2.3 Themes 1 & 3

SPRITE Chart/Comparative Essay: Students will create a SPRITE chart for review of the following characteristics of each classical civilization: Social Order, Political Structure, Religions/Belief Systems, Interaction, Technology/Arts, and Economics. Using evidence from their charts, students will write a comparative essay of three major characteristics (Economic, Social, and Political) of two empires.

Period 3 – Regional and Transregional Interactions, 600 CE to1450 CE –The Postclassical World Stearns, Chapters 6 - 15 (Weeks 6, 7, 8, 9, 10, 11, 12, 13)

o Key Concept 3.1 Expansion & Intensification of Communication & Exchange Networks

o Key Concept 3.2 Continutiy & Innovation of State Forms and Their Interactions

o Key Concept 3.3 Increased Economic Productive Capacity and Its Consequences

Topics for Lecture and Socratic Discussion:

• The Rise & Spread of Islam

• African Societies: Syncretism & Diversity

• Postclassical Western Europe

• Byzantium, the Turks, & Russia

• Sui, Tang, Song, & Ming China and the Selective Sinification of Japan, Korean & Vietnam

• The Dehli Sultanate

• The Great Mongol World & The Last Nomadic Challenge

• Pre-Columbian Empires of the Americas

• The Age of Exploration: The Ming Dynasty & The West

• Polynesian Migrations

• Indian Ocean Trade: The Swahili Coast of East Africa

Primary Textual, Visual, and Data Sources:

o Stearns, World Civilizations, 5th Ed, “World Population Table (c. 1500)”

o Internet History Sourcebooks Project: Arabs, Franks, and the Battle of Poitiers(Tours)Three Accounts, 732CE

o Internet History Sourcebooks Project: Selections from the Quran and “Life of Muhammad”

o Strayer, Ways of the World, “The Growing World of Islam Trade Routes Map”, (Ch.11)

o Indian Ocean Trade: Regions, Goods and Frequency Data,  

o Excerpts from “Sundiata: An Epic of Old Mali”

o Stearns, World Civilizations, 5th Ed, Images: “Great Ships of the Tang/Song Eras”and ”Tenochtitilan”

o Reilly, Worlds of History, Vol. 2 Selections from “Zheng He: Inscription to the Goddess”

o Video of Hagia Sophia (Ch.9), Machu Picchu in Peru (Ch.11)

Unit Three Activities Examples:

o Key Concept 3.1 & 3.2, Themes 1-5

Document-Based Essays(2): “The Rise of the Mongols”, College Board Training Packet

o Key Concept 3.2, Themes 1 & 2

Map Exercises: Students will notate the dates, technology, and routes of the Bantu, Germanic, Viking, and Polynesian migration patterns on a map.

o Key Concept 3.3, Themes 4 & 5

Compare and Contrast Essay: “Cult of the Dead vs The Flower Wars” – Comparative essay of

the Inca and Aztec Empires

Period 4 – Global Interactions, 1450 CE to 1750 CE - The Early Modern World Stearns, Chapters 16 - 22 (Weeks 14-19)

o Key Concept 4.1 Globalizing Networks of Communication and Exchange

o Key Concept 4.2 New Forms of Social Organization and Modes of Production

o Key Concept 4.3 State Consolidation and Imperial Expansion

Topics for Lecture and Socratic Discussion:

• The Transformation & Expansion of the West – Commercial Revolution, Reformation, Scientific Revolution

• Absolutism and the Enlightenment

• The Columbian Exchange and the TransAtlantic Slave Trade

• Multinationational Empires – The Russian Example

• The Gunpowder Empires of Islam – Ottoman, Safavid, & Mughal

• Africans and the Age of the Atlantic Slave Trade

• Asian Transitions: Ming China and Edo Japan

Primary Textual, Visual, and Data Sources:

o Stearns, World Civilizations, 5th Ed, “Changing Ratios of Ethnic Categories in Mexico & Peru Graphs and Population Decline in New Spain Graph, 1520-1820

o “The New Laws of the Indies…”(1542)

o Stearns, World Civilizations, 5th Ed, “The Pattern Of Early European Expansion into Asia Map”

o Stearns, World Civilizations, 5th Ed, “West Indian Slaveholding Chart” compared to Strayer, Ways of the World, “Slave Trade in Numbers Graphs, 1451-1870 (Ch.15)

o Strayer, Ways of the World, “World Population Growth, (1000 CE to 2000 CE) Graph

o Reilly, Worlds of History, Vol. 2, Bada’uni ‘s “Akbar and Religion”

o Images: “Leviathon-Title Page” and “Cathedral on the Zocalo, Mexico City”

Unit Four Activities Examples:

o Key Concept 4.1, Themes 3 & 4

Document-Based Essay: “The Social and Economic Effects of the Global Flow of Silver”, College Board, 2006

o Key Concept 4.2 Themes 4 & 5

Graphic Organizer: Students will compare in charts the new political and economic elites c. 1450 to c. 1750 – Manchus of China, Creoles of Spanish America, gentry of Europe, and urban commercial entrepreneurs in the major port cities of the world – with the existing political and economic elites c. 1450 to c. 1750 – Mughal zamindars, European nobility, and Japanese daimyo. Evidence from the charts will be used to write a Change & Continuity Over Time essay that evaluates social, political, and economic factors from one of the regions.

o Key Concept 4.3, Themes 1-5

Compare and Contrast Essay: “Analyze and compare the Political, Economic, and Social Characteristics of the Gunpowder Empires of Islam” Students will provide comparative and contrasting evidence for the Ottomans, Safavids, and Mughals in a thesis-driven essay.

Period 5 – Industrialization and Global Integration, 1750 CE to 1900 CE –The Age of Revolutions Stearns, Chapter 23-27 (Weeks 20-25)

o Key Concept 5.1 Industrialization and Global Capitalism

o Key Concept 5.2 Imperialism and Nation-State Formation

o Key Concept 5.3 Nationalism, Revolution, and Reform

o Key Concept 5.4 Global Migration

Topics for Lecture and Socratic Discussion:

• The Age of Revolutions: Political, Social, and Technological Overview

• American, French, & Haitian Revolutions

• Latin American Independence & Consolidation

• Nationalism: Unification of Italy & Germany

• Industrialized Imperialism & the Scramble for Africa and Asia

• Decline of Imperial China & the Ottoman Empire

• Rise of Imperial Japan and the Industrialization of Russia

• Migration Patterns – Demographic Shifts in the Americas, Asia, Africa, & Australia/New Zealand

Primary Textual, Visual, and Data Sources:

o The TransAtlantic Slave Trade Database: Estimates from 1501-1866

 

o MyHistoryLab - Images: “The Great Liberator, Simon Bolivar”, Cecil Rhodes Astride Africa Cartoon, “Gin Lane” cartoon by Willian Hogarth, “Women & Children in an Ottoman Textile Mill, 1878, “Early Russian Factory” & “Japanese Woodcut of Commodore Perry’s Arrival”

o Kipling, Rudyard - “White Man’s Burden”, 1899

o Reilly, Worlds of History Vol. Two, Selections from Adam Smith, The Wealth of Nations

o Internet History Sourcebooks Project: Selections from Marx & Engels, “Communist Manifesto”

o Stearns, World Civilizations, 5th Ed. Capitalism and Colonialism Chart (British Imports/Exports)

o Internet History Sourcebooks: Sir William Eton, “A Survey of the Ottoman Empire, 1799”

Unit Five Activities Examples:

o Key Concept 5.1, Themes 1 - 5

The Urban Game - Students will participate in a simulation where they must draw, plan and organize the growth of a village in England to an industrial town. After the simulation, students will analyze the causes and effects of industrialization and urbanization in a “change and continuity over time” essay format.

o Key Concept 5.2, Themes 3 & 5

Analyze Political Cartoons- Students will analyze examples of political cartoons regarding European expansion and imperialism to identify point of view.

o Key Concept 5.3 Themes 3, 4 & 5

Compare and Contrast Essay: Students will choose two examples of revolutions from this period and analyze their outcomes socially and politically.

o Key Concept 5.4, Themes 1, 4, & 5

Document- Based Essay: “Mechanization of the Cotton Industry in Japan & India”, College Board, 2010

Period 6 – Accelerating Global Change & Realignments, 1900 CE to the Present –The Modern Era Stearns, Chapter 28-36 (Weeks 26-32, plus two week review for AP Exam)

o Key Concept 6.1 Science and the Environment

o Key Concept 6.2 Global Conflicts and Their Consequences

o Key Concept 6.3 New Conceptualizations of Global Economy, Society, and Culture

Topics for Lecture and Socratic Discussion:

• Anti-Imperialism Movements and International Organizations

• World War I

• Chinese, Mexican, and Russian Revolutions

• Great Depression and Rise of Fascism

• World War II

• Independence Movements, Nationalism, and Decolonization

• The Cold War and Aftermath

• Science, Technology, and Consumer Culture

• Globalization: Reactions and Resistance

• 20th Century Genocides and Ethnic Conflicts

Primary Textual, Visual, and Data Sources:

o Reilly, Worlds of History Vol. Two, World War I Propaganda Posters

o Stearns, World Civilizations, 5th Ed., Images: “Trench Warfare”, Guernica, ”Guomindang Massacre of Workers” photograph, (1927), 1958 Russian Poster - “Het”

o Reilly, Worlds of History Vol. Two, Excerpts from Theodor Herzl, The Jewish State and Daniel Fromkin, “On the Balfour Declaration”, 1989

o decision/index - Atomic Bomb: Decision, “Truman Tells Stalin, July 24, 1945”

o Stearns, World Civilizations, 5th Ed., “A Bolivian Women Describes Her Life”, (1975) compared to “Women at Work in France & the United States Table”, (1946-1982)

o Internet History Sourcebooks Project: John Kennedy, The Space Challenge, Sept. 13, 1962

o Strayer, Ways of the World, “China Under Mao, 1949-1976 Table”

o MyHistoryLab: “Ho Chi Minh on Self Determination”, (1954), “Chico Mendes on the Rainforest”, (1992), and “World Bank-Supported Day Care Programs in Uganda”, 1990s

o Reilly, Worlds of History Vol. Two, M.Mamdani, From *“Thinking About Genocide” 2001

o MyHistoryLab – Images: “Voters Waiting in Line”, South Africa, (1994) & Statue of Lenin Toppled

o C.I.A. World Factbook, “Population Growth Rate”, 2011

Unit Six Activities Examples:

o Key Concept 6.1, Themes 2 & 5

The Digital Age – Four Corners: Students will move to a corner of the classroom that best represents their point of view about the following statement, “Modern communication technology is benefitting humanity”. Each corner represents one of the following points of view: Strongly Agree, Somewhat Agree, Strongly Disagree, and Somewhat Disagree. Each corner group will choose a spokesperson to argue their position and students may choose to stay with their corner or be convinced to move to another.

o Key Concept 6.2 & 6.3, Themes 3 - 5

Change and Continuity Over Time Essay: “Analyze Changes and Continuities in the Formation of National Identities From 1914 to the Present in One of the Following; Middle East, Southeast Asia, or Sub-Saharan Africa, College Board, 2007

o Key Concept 6.2, Themes 3, 4 & 5

Compare and Contrast Essay: “Compare the First World War Outomes and How it Affected Two of the Following Regions: East Asia, Middle East, and South Asia”, College Board, 2004

o Key Concept 6.1 & 6.3, Themes 1 – 5

Document- Based Essays (2): “Analyze Factors That Shaped the Modern Olympic Movement, 1892-2002”, College Board, 2008 and “Analyze the Cause and Consequences of the Green Revolution, 1945 to the Present”, College Board, 2011

Final Exam & Tutorials:

Weeks 17 & 18 of Semester 1 will include final exam review and tutorial sessions.

Weeks 15 & 16 of Semester 2 will include A.P. Exam review and mandatory tutorial sessions.

Weeks 17 & 18 of Semester 2 will include final exam preparations.

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