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AP Historia Mundial Bilingue

APWH thesis statement

https://www.kaptest.com/study/ap-world-history/ap-world-history-sample-dbq/

Notes

Standards for World History

03/19/19

Content Standard I:

Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

 

Benchmark 1-C.

World:analyze and interpret the major eras and important turning points in world history from the age of enlightenment to the present, to develop an understanding of the complexity of the human experience:

 

#1 Performance Standards & Specifications:

Describe and explain how the renaissance and reformation influenced education, art, religion and government in Europe, to include:

a. development of renaissance artistic and literary traditions (e.g., Michelangelo, Leonardo da Vinci, Shakespeare, Guttenberg’s printing press, Renaissance Man and/or Renaissance Women, vernacular language);

b. development of Protestantism (e.g., Martin Luther, John Calvin);

c. religious conflict and persecutions (e.g., Spanish inquisition, King Henry VIII)

 

Sample Question: History.I.1-C.1a

Which of the following most likely resulted from the change shown on the table?

 

A. Higher literacy rates became more common.*

B. Decline in secularism occurred in the clergy.

C. Stronger Monarchies emerged through Europe.

D. The end of the guild system began to transform Europe.

 

#2 Performance Standards & Specifications:

Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations;

Specifications:

●Include Triangular Trade, Columbian Exchange, Globalization and Middle Passage, negative impact on Native American cultures.

●Explorers may be assessed: Prince Henry the Navigator, Magellan, Columbus

 

Sample Question: History.I.1-C.2

What was a major impact of the Columbian exchange?

a.Decrease of diseases in the Americas.

b.Rising cost of goods in European markets.

c.Established a trade network between Europe and the Americas.*

d.An increase in positive interactions between the indigenous tribes and the Europeans.

 

#3 Performance Standards & Specifications:

Explain and analyze revolutions (e.g., democratic, scientific, technological, social) as they evolved throughout the enlightenment and their enduring effects on political, economic and cultural institutions, to include:

a. Copernican view of the universe and Newton’s natural laws;

b. tension and cooperation between religion and new scientific discoveries;

c. impact of Galileo’s ideas and the introduction of the scientific method as a means of understanding the universe;

d. events and ideas that led to parliamentary government (English civil war, glorious revolution);

e. enlightenment philosophies used to support events leading to American and French revolutions

f. Napoleonic era (e.g., codification of law); Latin America’s wars of independence; Specifications:

●Add to (e) (i.e., Diderot, Locke, Rousseau, Montesquieu, Hobbes, Voltaire, Beccaria, and Mary Wollstonecraft)

●Add to (f) Napoleonic era: (i.e., Napoleon’s three costly mistakes, and scorched-earth policy)

●Add to (f) Latin America’s wars of independence: (i.e., European cause of wars: Simon Bolivar, Miguel Hidalgo, and Toussaint L’Ouverture)

 

Sample Question: History.I.1-C.3d

Which situation came first from the choices below?

A.the Reign of Terror

B.the start of Napoleon’s reign

C.the American Revolution

D.the Age of Enlightenment*

 

#4 Performance Standards & Specifications:

Analyze the pattern of historical change as evidenced by the industrial revolution, to include:

a. conditions that promoted industrialization;

b. how scientific and technological innovations brought about change;

c. impact of population changes (e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe);

d. evolution of work/business and the role of labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration);

e. political and economic theories of capitalism and socialism (e.g., Adam Smith, Karl Marx);

f. status and roles of women and minorities;

Specifications:

●Add to (b) (i.e., agricultural revolution, steam engine, mining, transportation, and textiles)

●Add to (d) child labor

●Add to (e) communism, Laissez-faire

 

Sample Question: History.I.1-C.4e

Which of the following examples bestillustrates the theory of laissez-faire?

A.A business supports its workers by providing paid time off according to government regulation.

B.A business only responds to its competitor to make decisions for the company.*

C.A business encourages environmental protections due to tax incentives.

D.A business pays overtime to employees based on state law.

 

#5 Performance Standards & Specifications:

Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include:

a. clash of cultures;

b. British empire expands around the world;

c. nationalism (e.g., competition and conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations);

Specifications:

●Add to (a) Boxer uprising, Sepoy Rebellion, and Opium War)

●Add to (b): ( i.e. British imperialism in: China, India, Australia, Africa, New World)

 

Sample Question: History.I.1-C.5b

Use the following sequence of events to answer the question.

1819 –Acquisition of Singapore

1842 –Acquisition of the island of Hong Kong

1858 –Government of India Act

1860 –Opium War in China

1875 –Assumed control of the Suez Canal

A historian examining the above series of events would most likely be studying theexpansion of which European empire?

A.British*

B.Italian

C. French

D.German

 

#6 Performance Standards & Specifications:

Describe and analyze the geographic, political, economic, religious and social structures of the civilizations of east Asia

 

Sample Question: History.I.1-C.6

Which of the following best describes the political structure of East Asia during the 17th and 18th centuries?

A. democratic rule

B.military dictatorship

C.constitutional monarchy

D.dynastic rule*

 

#7 Performance Standards & Specifications:

Analyze and evaluate the causes, events and effects of World War I, to include:

a. rise of nationalism (e.g., unification of Germany, Otto Von Bismarck’s leadership);

b. rise of ethnic and ideological conflicts (e.g., the Balkans, Austria-Hungary, decline of the Ottoman empire);

c. major turning points and the importance of geographic, military and political factors in decisions and outcomes;

d. human costs of the mechanization of war (e.g., machine-gun, airplane, poison gas, submarine, trench warfare, tanks);

f. effects of the Russian revolution and the implementation of communist rule;

Specifications:

●Add to (c)involvement of United States, unrestricted submarine warfare

●Add to (f) (i.e., Bolshevik revolution and Lenin)

 

Sample Question: History.I.1-C.7b

The conflict in nationalist feelings between Serbians and Austria-Hungary led to what international event?

A. the invasion of France by Germany

B.the United States entry into World War I

C.Great Britain establishing home rule in Ireland

D.the assassination of Archduke Franz Ferdinand*

 

#8 Performance Standards & Specifications:

Analyze and evaluate the causes, events and impacts of World War II from various perspectives, to include:

a. failures and successes of the treaty of Versailles and the league of nations; rise of totalitarianism (e.g., Nazi Germany’s policies of European domination, holocaust);

b. political, diplomatic and military leadership (e.g., Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Francisco Franco);

c. principal theaters of battle, major turning points and geographic factors in military decisions and outcomes (e.g., Pearl Harbor, “island-hopping,” D-Day invasion, Stalingrad, atomic bombs dropped on Japan);

Specifications:

●Add to (c) Russia, USSR

 

Sample Question: History.I.1-C.8c

The D-Day Invasion attacked Nazi forces in which European location?

A.Spain

B.France*

C.Russia

D. England

 

#9 Performance Standards & Specifications:

Analyze and evaluate international developments following World War II, the cold war and post-cold war, to include:

b. creation of the state of Israel and resulting conflicts in the middle east;

d. Soviet control of eastern Europe (e.g., Warsaw pact,Hungarian revolt);

e. creation and role of the united nations;

f. Mao Zedong and the Chinese revolution (e.g., long march,Taiwan, cultural revolution);

k. reasons for the collapse of the Soviet Union and the end of the cold war;

Specifications:

●Add to (b) (i.e., Israel v. Palestine)

●Add to (e) Germany and Korea

●Add to (k) Glasnost, Gorbachev, Perestroika

 

Sample Question: History.I.1-C.9k

Cuban leader Fidel Castro allowed the USSR to place nuclear missiles in Cuba after what event?

A.the Bay of Pigs Invasion*

B.the President John F. Kennedy formed the Alliance for Progress

C.the formation of NATO

D.the creation of the Berlin Wal

 

#10 Performance Standards & Specifications:

Evaluate the ideologies and outcomes of independence movements in the emerging third world to include:

a. French Indochina and the Vietnam war (e.g., the role of Ho Chi Minh);

b. Mohandas Gandhi’s non-violence movement for India’s independence;

c. apartheid in South Africa and evolution from white minority government (e.g., Nelson Mandela, Desmond Tutu);

d. middle east conflicts(Israel, Palestine, Egypt);

 

Sample Question: History.I.1-C.10c

Apartheid in South Africa isbestcharacterized by which of the following statements?

A.People had equal rights under the law.

B. The white minority adopted racism into law.*

C.The government showed preferential treatment to blacks.

D.Native Africans held most government positions inthe National Party.

 
 

Notes

Standards for World History

03/19/19

Content Standard I:

Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

 

Benchmark 1-C.

World:analyze and interpret the major eras and important turning points in world history from the age of enlightenment to the present, to develop an understanding of the complexity of the human experience:

 

#1 Performance Standards & Specifications:

Describe and explain how the renaissance and reformation influenced education, art, religion and government in Europe, to include:

a. development of renaissance artistic and literary traditions (e.g., Michelangelo, Leonardo da Vinci, Shakespeare, Guttenberg’s printing press, Renaissance Man and/or Renaissance Women, vernacular language);

b. development of Protestantism (e.g., Martin Luther, John Calvin);

c. religious conflict and persecutions (e.g., Spanish inquisition, King Henry VIII)

 

Sample Question: History.I.1-C.1a

Which of the following most likely resulted from the change shown on the table?

 

A. Higher literacy rates became more common.*

B. Decline in secularism occurred in the clergy.

C. Stronger Monarchies emerged through Europe.

D. The end of the guild system began to transform Europe.

 

#2 Performance Standards & Specifications:

Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations;

Specifications:

●Include Triangular Trade, Columbian Exchange, Globalization and Middle Passage, negative impact on Native American cultures.

●Explorers may be assessed: Prince Henry the Navigator, Magellan, Columbus

 

Sample Question: History.I.1-C.2

What was a major impact of the Columbian exchange?

a.Decrease of diseases in the Americas.

b.Rising cost of goods in European markets.

c.Established a trade network between Europe and the Americas.*

d.An increase in positive interactions between the indigenous tribes and the Europeans.

 

#3 Performance Standards & Specifications:

Explain and analyze revolutions (e.g., democratic, scientific, technological, social) as they evolved throughout the enlightenment and their enduring effects on political, economic and cultural institutions, to include:

a. Copernican view of the universe and Newton’s natural laws;

b. tension and cooperation between religion and new scientific discoveries;

c. impact of Galileo’s ideas and the introduction of the scientific method as a means of understanding the universe;

d. events and ideas that led to parliamentary government (English civil war, glorious revolution);

e. enlightenment philosophies used to support events leading to American and French revolutions

f. Napoleonic era (e.g., codification of law); Latin America’s wars of independence; Specifications:

●Add to (e) (i.e., Diderot, Locke, Rousseau, Montesquieu, Hobbes, Voltaire, Beccaria, and Mary Wollstonecraft)

●Add to (f) Napoleonic era: (i.e., Napoleon’s three costly mistakes, and scorched-earth policy)

●Add to (f) Latin America’s wars of independence: (i.e., European cause of wars: Simon Bolivar, Miguel Hidalgo, and Toussaint L’Ouverture)

 

Sample Question: History.I.1-C.3d

Which situation came first from the choices below?

A.the Reign of Terror

B.the start of Napoleon’s reign

C.the American Revolution

D.the Age of Enlightenment*

 

#4 Performance Standards & Specifications:

Analyze the pattern of historical change as evidenced by the industrial revolution, to include:

a. conditions that promoted industrialization;

b. how scientific and technological innovations brought about change;

c. impact of population changes (e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe);

d. evolution of work/business and the role of labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration);

e. political and economic theories of capitalism and socialism (e.g., Adam Smith, Karl Marx);

f. status and roles of women and minorities;

Specifications:

●Add to (b) (i.e., agricultural revolution, steam engine, mining, transportation, and textiles)

●Add to (d) child labor

●Add to (e) communism, Laissez-faire

 

Sample Question: History.I.1-C.4e

Which of the following examples bestillustrates the theory of laissez-faire?

A.A business supports its workers by providing paid time off according to government regulation.

B.A business only responds to its competitor to make decisions for the company.*

C.A business encourages environmental protections due to tax incentives.

D.A business pays overtime to employees based on state law.

 

#5 Performance Standards & Specifications:

Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include:

a. clash of cultures;

b. British empire expands around the world;

c. nationalism (e.g., competition and conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations);

Specifications:

●Add to (a) Boxer uprising, Sepoy Rebellion, and Opium War)

●Add to (b): ( i.e. British imperialism in: China, India, Australia, Africa, New World)

 

Sample Question: History.I.1-C.5b

Use the following sequence of events to answer the question.

1819 –Acquisition of Singapore

1842 –Acquisition of the island of Hong Kong

1858 –Government of India Act

1860 –Opium War in China

1875 –Assumed control of the Suez Canal

A historian examining the above series of events would most likely be studying theexpansion of which European empire?

A.British*

B.Italian

C. French

D.German

 

#6 Performance Standards & Specifications:

Describe and analyze the geographic, political, economic, religious and social structures of the civilizations of east Asia

 

Sample Question: History.I.1-C.6

Which of the following best describes the political structure of East Asia during the 17th and 18th centuries?

A. democratic rule

B.military dictatorship

C.constitutional monarchy

D.dynastic rule*

 

#7 Performance Standards & Specifications:

Analyze and evaluate the causes, events and effects of World War I, to include:

a. rise of nationalism (e.g., unification of Germany, Otto Von Bismarck’s leadership);

b. rise of ethnic and ideological conflicts (e.g., the Balkans, Austria-Hungary, decline of the Ottoman empire);

c. major turning points and the importance of geographic, military and political factors in decisions and outcomes;

d. human costs of the mechanization of war (e.g., machine-gun, airplane, poison gas, submarine, trench warfare, tanks);

f. effects of the Russian revolution and the implementation of communist rule;

Specifications:

●Add to (c)involvement of United States, unrestricted submarine warfare

●Add to (f) (i.e., Bolshevik revolution and Lenin)

 

Sample Question: History.I.1-C.7b

The conflict in nationalist feelings between Serbians and Austria-Hungary led to what international event?

A. the invasion of France by Germany

B.the United States entry into World War I

C.Great Britain establishing home rule in Ireland

D.the assassination of Archduke Franz Ferdinand*

 

#8 Performance Standards & Specifications:

Analyze and evaluate the causes, events and impacts of World War II from various perspectives, to include:

a. failures and successes of the treaty of Versailles and the league of nations; rise of totalitarianism (e.g., Nazi Germany’s policies of European domination, holocaust);

b. political, diplomatic and military leadership (e.g., Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Francisco Franco);

c. principal theaters of battle, major turning points and geographic factors in military decisions and outcomes (e.g., Pearl Harbor, “island-hopping,” D-Day invasion, Stalingrad, atomic bombs dropped on Japan);

Specifications:

●Add to (c) Russia, USSR

 

Sample Question: History.I.1-C.8c

The D-Day Invasion attacked Nazi forces in which European location?

A.Spain

B.France*

C.Russia

D. England

 

#9 Performance Standards & Specifications:

Analyze and evaluate international developments following World War II, the cold war and post-cold war, to include:

b. creation of the state of Israel and resulting conflicts in the middle east;

d. Soviet control of eastern Europe (e.g., Warsaw pact,Hungarian revolt);

e. creation and role of the united nations;

f. Mao Zedong and the Chinese revolution (e.g., long march,Taiwan, cultural revolution);

k. reasons for the collapse of the Soviet Union and the end of the cold war;

Specifications:

●Add to (b) (i.e., Israel v. Palestine)

●Add to (e) Germany and Korea

●Add to (k) Glasnost, Gorbachev, Perestroika

 

Sample Question: History.I.1-C.9k

Cuban leader Fidel Castro allowed the USSR to place nuclear missiles in Cuba after what event?

A.the Bay of Pigs Invasion*

B.the President John F. Kennedy formed the Alliance for Progress

C.the formation of NATO

D.the creation of the Berlin Wal

 

#10 Performance Standards & Specifications:

Evaluate the ideologies and outcomes of independence movements in the emerging third world to include:

a. French Indochina and the Vietnam war (e.g., the role of Ho Chi Minh);

b. Mohandas Gandhi’s non-violence movement for India’s independence;

c. apartheid in South Africa and evolution from white minority government (e.g., Nelson Mandela, Desmond Tutu);

d. middle east conflicts(Israel, Palestine, Egypt);

 

Sample Question: History.I.1-C.10c

Apartheid in South Africa isbestcharacterized by which of the following statements?

A.People had equal rights under the law.

B. The white minority adopted racism into law.*

C.The government showed preferential treatment to blacks.

D.Native Africans held most government positions inthe National Party.

 
 

Notes

Standards for World History

03/19/19

Content Standard I:

Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

 

Benchmark 1-C.

World:analyze and interpret the major eras and important turning points in world history from the age of enlightenment to the present, to develop an understanding of the complexity of the human experience:

 

#1 Performance Standards & Specifications:

Describe and explain how the renaissance and reformation influenced education, art, religion and government in Europe, to include:

a. development of renaissance artistic and literary traditions (e.g., Michelangelo, Leonardo da Vinci, Shakespeare, Guttenberg’s printing press, Renaissance Man and/or Renaissance Women, vernacular language);

b. development of Protestantism (e.g., Martin Luther, John Calvin);

c. religious conflict and persecutions (e.g., Spanish inquisition, King Henry VIII)

 

Sample Question: History.I.1-C.1a

Which of the following most likely resulted from the change shown on the table?

 

A. Higher literacy rates became more common.*

B. Decline in secularism occurred in the clergy.

C. Stronger Monarchies emerged through Europe.

D. The end of the guild system began to transform Europe.

 

#2 Performance Standards & Specifications:

Analyze and evaluate the actions of competing European nations for colonies around the world and the impact on indigenous populations;

Specifications:

●Include Triangular Trade, Columbian Exchange, Globalization and Middle Passage, negative impact on Native American cultures.

●Explorers may be assessed: Prince Henry the Navigator, Magellan, Columbus

 

Sample Question: History.I.1-C.2

What was a major impact of the Columbian exchange?

a.Decrease of diseases in the Americas.

b.Rising cost of goods in European markets.

c.Established a trade network between Europe and the Americas.*

d.An increase in positive interactions between the indigenous tribes and the Europeans.

 

#3 Performance Standards & Specifications:

Explain and analyze revolutions (e.g., democratic, scientific, technological, social) as they evolved throughout the enlightenment and their enduring effects on political, economic and cultural institutions, to include:

a. Copernican view of the universe and Newton’s natural laws;

b. tension and cooperation between religion and new scientific discoveries;

c. impact of Galileo’s ideas and the introduction of the scientific method as a means of understanding the universe;

d. events and ideas that led to parliamentary government (English civil war, glorious revolution);

e. enlightenment philosophies used to support events leading to American and French revolutions

f. Napoleonic era (e.g., codification of law); Latin America’s wars of independence; Specifications:

●Add to (e) (i.e., Diderot, Locke, Rousseau, Montesquieu, Hobbes, Voltaire, Beccaria, and Mary Wollstonecraft)

●Add to (f) Napoleonic era: (i.e., Napoleon’s three costly mistakes, and scorched-earth policy)

●Add to (f) Latin America’s wars of independence: (i.e., European cause of wars: Simon Bolivar, Miguel Hidalgo, and Toussaint L’Ouverture)

 

Sample Question: History.I.1-C.3d

Which situation came first from the choices below?

A.the Reign of Terror

B.the start of Napoleon’s reign

C.the American Revolution

D.the Age of Enlightenment*

 

#4 Performance Standards & Specifications:

Analyze the pattern of historical change as evidenced by the industrial revolution, to include:

a. conditions that promoted industrialization;

b. how scientific and technological innovations brought about change;

c. impact of population changes (e.g., population growth, rural-to-urban migrations, growth of industrial cities, emigration out of Europe);

d. evolution of work/business and the role of labor (e.g., the demise of slavery, division of labor, union movement, impact of immigration);

e. political and economic theories of capitalism and socialism (e.g., Adam Smith, Karl Marx);

f. status and roles of women and minorities;

Specifications:

●Add to (b) (i.e., agricultural revolution, steam engine, mining, transportation, and textiles)

●Add to (d) child labor

●Add to (e) communism, Laissez-faire

 

Sample Question: History.I.1-C.4e

Which of the following examples bestillustrates the theory of laissez-faire?

A.A business supports its workers by providing paid time off according to government regulation.

B.A business only responds to its competitor to make decisions for the company.*

C.A business encourages environmental protections due to tax incentives.

D.A business pays overtime to employees based on state law.

 

#5 Performance Standards & Specifications:

Analyze and evaluate the impact of 19th century imperialism from varied perspectives, to include:

a. clash of cultures;

b. British empire expands around the world;

c. nationalism (e.g., competition and conflict between European nations for raw materials and markets, acquisition of colonies in Africa and Asia, impact on indigenous populations);

Specifications:

●Add to (a) Boxer uprising, Sepoy Rebellion, and Opium War)

●Add to (b): ( i.e. British imperialism in: China, India, Australia, Africa, New World)

 

Sample Question: History.I.1-C.5b

Use the following sequence of events to answer the question.

1819 –Acquisition of Singapore

1842 –Acquisition of the island of Hong Kong

1858 –Government of India Act

1860 –Opium War in China

1875 –Assumed control of the Suez Canal

A historian examining the above series of events would most likely be studying theexpansion of which European empire?

A.British*

B.Italian

C. French

D.German

 

#6 Performance Standards & Specifications:

Describe and analyze the geographic, political, economic, religious and social structures of the civilizations of east Asia

 

Sample Question: History.I.1-C.6

Which of the following best describes the political structure of East Asia during the 17th and 18th centuries?

A. democratic rule

B.military dictatorship

C.constitutional monarchy

D.dynastic rule*

 

#7 Performance Standards & Specifications:

Analyze and evaluate the causes, events and effects of World War I, to include:

a. rise of nationalism (e.g., unification of Germany, Otto Von Bismarck’s leadership);

b. rise of ethnic and ideological conflicts (e.g., the Balkans, Austria-Hungary, decline of the Ottoman empire);

c. major turning points and the importance of geographic, military and political factors in decisions and outcomes;

d. human costs of the mechanization of war (e.g., machine-gun, airplane, poison gas, submarine, trench warfare, tanks);

f. effects of the Russian revolution and the implementation of communist rule;

Specifications:

●Add to (c)involvement of United States, unrestricted submarine warfare

●Add to (f) (i.e., Bolshevik revolution and Lenin)

 

Sample Question: History.I.1-C.7b

The conflict in nationalist feelings between Serbians and Austria-Hungary led to what international event?

A. the invasion of France by Germany

B.the United States entry into World War I

C.Great Britain establishing home rule in Ireland

D.the assassination of Archduke Franz Ferdinand*

 

#8 Performance Standards & Specifications:

Analyze and evaluate the causes, events and impacts of World War II from various perspectives, to include:

a. failures and successes of the treaty of Versailles and the league of nations; rise of totalitarianism (e.g., Nazi Germany’s policies of European domination, holocaust);

b. political, diplomatic and military leadership (e.g., Winston Churchill, Joseph Stalin, Franklin Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Francisco Franco);

c. principal theaters of battle, major turning points and geographic factors in military decisions and outcomes (e.g., Pearl Harbor, “island-hopping,” D-Day invasion, Stalingrad, atomic bombs dropped on Japan);

Specifications:

●Add to (c) Russia, USSR

 

Sample Question: History.I.1-C.8c

The D-Day Invasion attacked Nazi forces in which European location?

A.Spain

B.France*

C.Russia

D. England

 

#9 Performance Standards & Specifications:

Analyze and evaluate international developments following World War II, the cold war and post-cold war, to include:

b. creation of the state of Israel and resulting conflicts in the middle east;

d. Soviet control of eastern Europe (e.g., Warsaw pact,Hungarian revolt);

e. creation and role of the united nations;

f. Mao Zedong and the Chinese revolution (e.g., long march,Taiwan, cultural revolution);

k. reasons for the collapse of the Soviet Union and the end of the cold war;

Specifications:

●Add to (b) (i.e., Israel v. Palestine)

●Add to (e) Germany and Korea

●Add to (k) Glasnost, Gorbachev, Perestroika

 

Sample Question: History.I.1-C.9k

Cuban leader Fidel Castro allowed the USSR to place nuclear missiles in Cuba after what event?

A.the Bay of Pigs Invasion*

B.the President John F. Kennedy formed the Alliance for Progress

C.the formation of NATO

D.the creation of the Berlin Wal

 

#10 Performance Standards & Specifications:

Evaluate the ideologies and outcomes of independence movements in the emerging third world to include:

a. French Indochina and the Vietnam war (e.g., the role of Ho Chi Minh);

b. Mohandas Gandhi’s non-violence movement for India’s independence;

c. apartheid in South Africa and evolution from white minority government (e.g., Nelson Mandela, Desmond Tutu);

d. middle east conflicts(Israel, Palestine, Egypt);

 

Sample Question: History.I.1-C.10c

Apartheid in South Africa isbestcharacterized by which of the following statements?

A.People had equal rights under the law.

B. The white minority adopted racism into law.*

C.The government showed preferential treatment to blacks.

D.Native Africans held most government positions inthe National Party.

 
 

The week before the AP test

https://www.kaptest.com/study/ap-human-geography/the-week-before-the-ap-human-geography-exam/

Great tips for Organizing DBQ's

https://www.kaptest.com/study/ap-world-history/ap-world-history-sample-dbq-document-organization/#toggle-id-1

Review period 5

https://www.freeman-pedia.com/modern-1750-1900/

Sitios de Apoyo APWH

http://apworldipedia.com/index.php?title=AP_Worldipedia

http://www.flowofhistory.com/

https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9

http://www.freeman-pedia.com/overviewwhii

http://www.ancient.eu/index/

https://apstudent.collegeboard.org/home

https://quizlet.com/join/3tU3uNd3y

 

APWH Locker
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APWH Locker
1/22/19 1:50 PM
11/21/13 5:06 PM
9/28/16 9:34 AM
3/31/17 10:55 AM
9/13/15 8:08 AM
8/11/14 6:43 PM
10/28/13 5:34 PM
8/11/14 6:53 PM
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8/14/15 12:11 PM
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APWH Bilingue
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Review for EoC

https://sites.google.com/view/whgov/world-history/study-guide?authuser=0

El Mundo
El Mundo

Si perdiste un dia de clase...

Puedes mandarme un e mail o texto y yo te mando los trabajos que perdiste via e mail :)

Se prohibe el uso de telefonos celulares (revise los reglamentos de la escuela y de esta clase)

Los teléfonos seran confiscados sin advertencia. Los padres tendrán que venir a buscarlos a la escuela.

Samples of APWH writing

https://apcentral.collegeboard.org/courses/ap-world-history/exam

Linea de tiempo

https://drive.google.com/file/d/1f5cTxm9QUKkjgEF8xxkejlkBLko83nOl/view

the wreck of the .........

Check it out on Netflix