world history extra credit assignment

Extra Credit: AP Faculty Lectures

Watch and take notes on the following college faculty lectures, organized by unit, and turn in your notes for an extra credit assignment. highly recommended for review credit will be based on length and quality, and detail of notes. handwritten only, unit 2: ap world history faculty lecture with ad of curatorial affairs kathleen bickford berzock, unit 3: ap world history faculty lecture with associate professor victoria hightower, unit 4: ap world history faculty lecture with associate professor rick warner, unit 5: ap world history faculty lecture with assistant professor april najjaj, unit 6: ap world history faculty lecture with professor trevor getz, unit 7: ap world history faculty lecture with associate professor sharika crawford, unit 8: ap world history faculty lecture with associate professor rachel jean-baptiste, unit 9: ap world history faculty lecture with professors jody eastberg & tim keirn.

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World History Project

Teach a standards-aligned world history course that connects the past to the present, with an eye to the future.

Four Unique Courses for Teaching World History

All three World History Project (WHP) courses are ideal for high-school world history in preparation for AP ® , college, and career. Our WHP AP course is designed to meet the needs of those teaching AP ® World History: Modern.

WHP Origins to the Present

A world history course that begins at the origins of human existence and continues through the rise and fall of empires, the first global age, and the birth of the modern world.

WHP 1200 to the Present

This course begins just before the Columbian Exchange and the first transoceanic connections and continues through industrialization and globalization to today.

WHP 1750 to the Present

Starting at the Industrial Revolution, this course explores the transformations that shaped our modern world—from liberal and national revolutions through imperialism, world wars, and globalization.

World History Project AP®

Designed for AP ® World History: Modern students.

Why World History Project Is Different

Our world history courses are infinitely adaptable, ideal for high school, free, open, and online.

Precisely aligned: Carefully aligned to the AP® World History: Modern Course and Exam Description (CED), including themes, periodization, topics, and historical developments.

Free for everyone: We designed this course to eliminate barriers for teachers and students alike. All content is online and can easily be downloaded for offline use.

Grounded in research and best practices: OER Project works with teachers, scholars, and learning scientists to incorporate and share the latest learning insights and approaches.

Not your average AP course: Every lesson incorporates more fun than your average AP course. There are ample opportunities to increase student engagement with the rigorous curriculum through different course materials.

Assessments that build confidence: DBQs, LEQs, and SAQs specifically created for the course. Opportunities for formative assessment throughout, particularly within practice progressions.

Built-in professional development and community: Learning options include self-paced and real-time opportunities to learn and connect with fellow educators.

Extra Credit

Extra Credit Opportunities

The best way to earn a good grade in this course is to complete all assignments well and do well on all tests.  If a student wants to earn extra credit, he/she may complete one (1) – and only one (1) – extra credit assignment per trimester.  The amount of extra credit will be based on the difficulty of the assignment and the quality of the student’s work.  Students extra credit options include:

·         Read a historically-based non-fiction article or book. 

·         Attend an historical exhibit (i.e.: at a museum, Civil War reenactment, etc.). 

·         Attend or watch a special historical presentation (in person or on television).

·         Read a current event news article related to history. 

To earn credit, students must turn in a ticket stub and/or program or turn in a parent note to verify that the student completed the activity.  Students must also write a (minimum) two-page, quality report that presents a brief overview of the article / book / exhibit / presentation and provides an in-depth analysis of the historical significance of the main idea(s) of the article / book / exhibit / presentation.  The report must be typed on a computer using double-spacing, size 12 Times New Roman or Arial font, and one-inch margins, and include a proper heading.

The Truly Educated Never Graduate

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• Trans-Atlantic Slave Trade Extra Credit Assignment (Houston Community Coll.)

Trans-Atlantic Slave Trade Extra Credit Assignment

Institution: Houston Community College

Location: Houston, Texas

Participant: Cheryll Cody

One way to begin your understanding of the Atlantic Slave Trade is to view a series of maps from the Trans-Atlantic Slave Trade website .  Take a few minutes and look through these maps you may enlarge them for detail.  Be sure to read the commentary with each map as well as look at the illustration.  This exercise seems to work most efficiently if you do this first.  Look at all of the Maps and answer the following questions about specific Maps. 

Map 1: Overview of the Slave Trade Out of Africa (between 1509 and 1900)

• From which African region was the largest number of slaves exported?
• What were the destinations within Africa for the slave trade? in the Near East? in South Asia?
• What were the two major destinations for enslaved Africans in the western hemisphere?

Map 2: The Migration of Sugar Cultivation from Asia into the Atlantic

• When did sugar production first move from Persia through the Near East to Egypt and the eastern Mediterranean?
• What were the two main islands (one Spanish and one Portuguese) where sugar was introduced between the mid-15th century (1450s) and the late 16th century (1500s)?
• According to the commentary what percentage of captives carried from Africa were taken to sugar producing areas?

Map 6: Countries and Broad Regions of the Atlantic World Where Slave Voyages were Organized & Shares of Captives Carried Off from Africa 1501 – 1867

• What European nation organized the slave voyages which removed the most slaves? What percentage of slaves were removed by voyages which originated there?
• What were the seven largest ports involved in organizing slave trading expeditions? What share of the trade was handled through these ports?
• What New World colony organized the greatest percentage of slave voyages? What percentage of enslaved captives were transported on voyages organized from this colony? (You may have to do some addition here)
• What percentage of total captives were transported on voyages which originated on the North American mainland?

Map 7: Major Coastal Regions from Which Captives Left Africa, All Years

• What region supplied the largest number of enslaved captives? Approximately how many enslaved people left through that region? What river system was a likely avenue of slaves exported from this location?
• What region ranked second?
• What percentage of the total number of embarkations do the authors of these maps and website maps believe they has located in the records?

Map 8: Major Regions Where Captives Disembarked, All Years

• What region within the territory that became the United States received the largest number of enslaved Africans?
• What were the top four ranking islands in the Caribbean for the number of enslaved captives disembarked?
• What region received the greatest number of slave arrivals?

Map 9: Volume and Direction of the Transatlantic Slave Trade from All African to All American Regions

• What are the estimates for the number of slaves imported into the northern US colonies, the Chesapeake? South Carolina? Jamaica? Barbados?
• How many slave captives were exported from West Central Africa?