Hauppauge High School
AP World History II 2015-2016
Ms. Cono
Assignment Overview
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Print Student’s Name
1. Signed copies of this Assignment Overview and the Academic Integrity Policy
acknowledgement on the reverse side, are due Friday, September 18th at the beginning of class.
(homework grade)
2. Part I is due Friday, September 18th at the beginning of class. (quiz grade)
3. Part II is due Friday, September 25th at the beginning of class. (exam grade)
4. Your first multiple choice exam will be on Friday, September 25th. (exam grade)
5. Part III is due Friday, October 2nd at the beginning of class. (quiz grade)
Signing below indicates that you have read and understood the contents of this packet (pp.1-11).
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Student’s Signature
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Parent’s Signature
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ACADEMIC INTEGRITY POLICY
2014-2015
One of the goals of the Hauppauge Union Free School District is to develop a community of life-long learners who
demonstrate integrity and pride in all that they do. In furtherance of this goal, plagiarism in any form will not be condoned
and it is expected that students will present only their own work, will properly acknowledge the work and ideas of others, and
will not help others cheat.
Definition of Plagiarism: Plagiarism is using someone else’s idea and pretending they are your own.
“When you use another’s idea, whether from a book, a lecture, a Web page, a friend’s paper, or
any other source, and whether you quote the words, or restate the ideas in your own works, you
must give that person credit with a citation. No source may elect not be cited” (Harris 132-3)
Examples of plagiarism include, but are not limited to:
1. cutting and pasting information from a web site or computer resource without proper citation for the information
2. downloading or buying a complete research paper
3. translation of a foreign article or web site into another language and using it as your own
4. failing to use quotation marks around all words directly quoted
5. changing some words, but copying basic ideas or phrases
6. paraphrasing or summarizing ideas without giving credit
7. having a parent or another person write an essay or do a project which is then submitted as one’s own work; failing to
use proper documentation and bibliography
Definition of Cheating: A deliberate violation of the rules.
Examples of cheating include, but are not limited to:
1. deception, use of talking, signs, or gestures during any form of assessment
2. copying from another student or allowing the copying of an assignment
3. passing test or quiz information during a class period or from one class period to members of another class period
4. unauthorized use of study aids, notes, books, data or other information
5. use of or submission of a pre-written assignment at times when such assignments are supposed to be written in class
6. illegal use of computer, calculator or other electronic device (i.e. cell phones, PDA’s, translator) to secure an unfair
advantage
7. sabotaging the projects or experiments of other students
8. taking without right or permission to do so and with the intent to keep or make use of wrongfully, the school work or
material of another student or the instructional materials of a teacher
Consequences for Acts of Plagiarism and Cheating:
• Grade of zero assigned to all participants with no opportunity to make up that work in any way
• Notification to National Honor Society, if appropriate
• Disciplinary referral and parents notified
The school reserves the right to assign additional penalties based on severity. Consequences may range from a warning to an
out-of-school suspension
Taken from the 2014-15 Hauppauge High School Agenda Book (pp.5-6).
This policy is in effect for your first assignment. Return this signed sheet with your first assignment. Be prepared for
your assignments to be vetted by www.turnitin.com.
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Student’s signature
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Parent’s signature
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Hauppauge High School
AP World History II 2015-2016
Ms. Cono
Welcome Letter
Welcome to Advanced Placement World History. You are embarking on a new and exciting experience. You
will take part in the Advanced Placement exam in May of your sophomore year and possibly earn college credit.
You will also take the Global History and Geography Regents in June of your sophomore year. Congratulations
on accepting the challenge of this rigorous course!
The purpose of the course is to study the history of the world through global movements, by looking at the big
picture and examining specific case studies that apply. The course began in your freshmen year by examining the
major movements of the six time periods: 8000 BCE- 600 BCE, 600 BCE-600 CE, 600 CE—1450, 1450-1750,
1750-1900, 1900-present. We will now examine world history from 1750-1900 and 1900-present during your
sophomore year.
The major themes for the course will be:
1. Interaction Between Humans and the Environment
• Demography and disease
• Migration
• Patterns of settlement
• Technology
2. Development and Interaction of Cultures
• Religions
• Belief systems, philosophies, and ideologies
• Science and technology
• The arts and architecture
3. State-Building, Expansion, and Conflict
• Political structures and forms of governance
• Empires
• Nations and nationalism
• Revolts and revolutions
• Regional, transregional, and global structures and organizations
4. Creation, Expansion, and Interaction of Economic Systems
• Agricultural and pastoral production
• Trade and commerce
• Labor systems
• Industrialization
• Capitalism and socialism
5. Development and Transformation of Social Structures
• Gender roles and relations
• Family and kinship
• Racial and ethnic constructions
• Social and economic classes
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The Habits of Mind or skills that we will focus on are:
The AP World History course addresses habits of mind in two categories: (1) those addressed by any rigorous
history course, and (2) those addressed by a world history course.
Four habits of mind are in the first category:
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Constructing and evaluating arguments: using evidence to make
plausible arguments
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Using documents and other primary data: developing the skills
necessary to analyze point of view and context, and to understand and
interpret information
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Assessing continuity and change over time and over different world
regions
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Understanding diversity of interpretations through analysis of context,
point of view, and frame of reference
Five habits of mind are in the second category:
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Seeing global patterns and processes over time and space while
connecting local developments to global ones
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Comparing within and among societies, including comparing societies'
reactions to global processes
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Considering human commonalities and differences
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Exploring claims of universal standards in relation to culturally diverse
ideas
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Exploring the persistent relevance of world history to contemporary
developments
Habits of the Mind can be found at:
http://www.collegeboard.com/student/testing/ap/history_world/topic.html?worldhist
Supplies for AP World History
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Binder – large
Loose leaf paper
Dividers
Pens - blue or black ink only
Pencils #2 only
College level dictionary for home use
Recommended review book: Cracking the AP World History Exam (you may have your copy from 9th grade)
GRADING:
• tests and essays 70%
• projects, quizzes (if applicable) 20%
• homework and class work 10%
• THERE WILL BE NO EXTRA CREDIT IN THIS COLLEGE COURSE
• In keeping with the AP exam, there will be no definitions given, nor questions interpreted during an
exam.
• Assignments are due at the beginning of class and late work will not be accepted.
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Part I1.
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Watch one movie from the list below.
Write a summary in your own words, explaining the movie’s historical context
(will require research).
Analyze the bias/point of view of the movie.
Include a missing voice that you think would balance the bias/pov of the film.
Label the sections of this assignment: Summary, Bias/POV, Missing Voice
Part I should be between 250-500 words, Times New Roman, 12 font.
***If you would like to watch a movie not on this list, please get prior approval from either
Mrs. Gordon or Ms. Cono.
*** Please submit a permission slip for any R rated movie you choose to watch.
Gallipoli
The Scarlet Pimpernel
War and Peace
Viva Zapata!
Zorro
55 Days at Peking
Fiddler on the Roof
Judgment at Nuremberg
The Joy Luck Club
Schindler’s List
The Triumph of the Will
Not Without My Daughter
Hotel Rwanda
Lagaan.. Once Upon a Time in India
The Spy Who Came in From the Cold
The Man Who Would be King
The Three Musketeers
Black Hawk Down
Secret Ballot
Last Samurai
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Raise the Red Lantern
Empire of the Sun
Gandhi
Zulu
Les Miserable
The Last Samurai
Michael Collins
The Killing Field
Life is Beautiful
Red Violin
Part III
National History Day
This assignment is designed to get you thinking about your NHD project.
Instructions:
Part I:
The 2016 NHD theme is Exploration, Encounter, Exchange in History. In 250-500 words, help other
students understand the theme. What is the meaning of exploration? What is the meaning of encounter?
What is the meaning of exchange? What are some examples and applications that you have seen across
your study of history?
Please note the following guidelines as you begin to write:
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Your paper should be somewhere between 250-500 words
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Your paper should be typed in Times New Roman with 12 point font
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Your paper should have standard one inch margins
Part II:
Select three (3) potential topics on which you can conduct thorough research and complete a project.
Refine the topics and complete the following for each:
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Theme: Exploration, Encounter, Exchange in History
Interest/Issue:
Topic:
Individual:
The following information has been taken from http://www.nhd.org/GettingStarted.htm and can
help you begin the topic selection process.
I have an idea for a topic, now what? Narrow down the topic and connect it to the theme...
Selecting a National History Day topic is a process of gradually narrowing down the area of history
(period or event) that interests you to a manageable subject. For example, if you're interested in
Women's Rights and the theme is the Individual in History, you might choose voting rights. Next,
consider where you might find further information on voting rights like a public library. After a library
search and reading several texts about the era, you identify the women's suffrage movement as a topic,
and then a leader in the struggle for the vote, Alice Paul. In this case, your process looks like this:
Theme: Individual in History
Interest: Women's Rights
Topic: Suffrage Movement
Issue/Individual: Alice Paul
Due: Friday, October 2nd at the beginning of the period.
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