Prerequisites:
Success in Global History and Geography 9 Honors
Teacher recommendation.
AP World History is for sophomores and is taken in place of Regents Global History 10. The course is equivalent to an introductory college course and covers world history from 1750AD to the present day, with careful review of previous developments of the Foundations Units. College level reading, writing and analytical assignments are included in the course. College credit may be granted by individual colleges based on the student’s performance on the AP exam in May. All students are also required to successfully pass the Global History and Geography Regents Exam to graduate in New York State. The exam includes content knowledge just from the 10th grade year of Global History.
Guide to the AP World History Exam
Guide to the Global History II Regents
Quarter 1
THE WORLD IN 1750:
I can analyze how the world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks.
ENLIGHTENMENT, REVOLUTION, AND NATIONALISM:
I can summarize how the Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements.
CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION:
I can trace how innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems.
Quarter 2
IMPERIALISM:
I can describe how Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world.
UNRESOLVED GLOBAL CONFLICT (1914–1945):
I can describe how World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace.
Quarter 3
UNRESOLVED GLOBAL CONFLICT (1945–1991: THE COLD WAR):
I can support how the second half of the 20th century was shaped by the Cold War, a legacy of World War II. The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition.
DECOLONIZATION AND NATIONALISM (1900–2000):
I can explain how nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose.
Quarter 4
TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION:
I can compare and contrast how tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context.
GLOBALIZATION AND A CHANGING GLOBAL ENVIRONMENT (1990–PRESENT):
I can summarize how technological changes have resulted in a more interconnected world, affecting economic and political relations and in some cases leading to conflict and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment.
HUMAN RIGHTS VIOLATIONS:
I can support how since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated.
READING, WRITING, SPEAKING & LISTENING STANDARDS (Integrated Throughout)
I can cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
I can determine the central ideas or information of a primary or secondary source; provide an accurate summaryof how key events or ideas develop over the course of the text.
I can compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
I can integrate quantitative or technical analysis (e.g., charts research data) with qualitative analysis in print or digital text.
I can write arguments focused on discipline-specific content.
I can write informative/explanatory texts, including the narration of historical events or technical processes.
I can conduct short as well as more sustained research projects to answer a question or solve a problem.
I can gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.
I can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on historical topics, texts, and issues building on others' ideas and expressing their own clearly and persuasively.
I can present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purose, audience, and task.