DOCSLIB.ORG

Advanced Placement Handbook 2018-2019

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Advanced Placement Handbook 2018-2019 AAddvvaanncceedd PPllaacceemmeenntt HHaannddbbooookk 22001188--22001199 OOoollooggaahh HHiigghh SScchhooooll Mustang PRIDE Personal Responsibility In Developing Excellence Foreword A committee of Pre-Advanced Placement and Advanced Placement teachers from the Oologah High School campus came together to develop this document. This document was created for two reasons: first, to promote excellence as well as consistency throughout the AP and G/T program at the secondary level; second, to ensure that our community, educators, parents, and students are kept informed of the policies and procedures that were designed to provide a quality program that meets the needs of advanced and gifted learners. With the continued commitment and dedication of all, we will continue to maintain quality program services. Committee Members Rebekah Askew Sara Craig Amanda Salt Kevin Hogue Christi Harper Contact Information Kevin Hogue Principal 918-443-6000 [email protected] Counselor Sara Craig 918-443-6000 [email protected] (11 – 12) Dawn Counselor [email protected] 918-443-6000 Martinez (9 – 10) HS Gifted and [email protected] Amanda Salt Talented 918-443-6000 Coordinator www.oologah.k12.ok.us http://apcentral.collegeboard.com 2 Advanced Placement Handbook This handbook sets forth the Oologah High School’s Advanced Placement Program. The handbook outlines the services, policies and procedures for G/T students and regular students in the Advanced Placement program. The G/T students are served through the Pre-AP and AP program in the four core areas: English, Math, Science, and Social Studies. The purpose of this working document is to clarify expectations for students enrolled in advanced courses at the high school and to explain the procedures and requirements. The content and curricular goals of each AP discipline are outlined in an AP Course Description supplied by the College Board. AP courses are characterized by an immersion in college-level content, an accelerated pace, and a performance assessment at the synthesis and evaluative levels. Typically, successful AP students are task-oriented, proficient readers, able to prioritize their time, and have parental support. The AP program prepares students for the future by giving students tools that will serve them well throughout their college career. The gifted and talented (Pre-AP and AP) courses challenge and enrich motivated college-bound students to expand their education beyond the typical secondary program. Pre-AP and AP course work develops advanced skills and content background to prepare students for Advanced Placement (AP) exams as well as the college environment. What is the Advanced Placement (AP) Program at OHS? The AP Program serves the gifted and talented (G/T) and regular students enrolled at Oologah High School. This program incorporates high-level educational services to meet the needs of those gifted and talented students. It provides access to quality education for G/T students, accelerates learning, rewards achievement, and enhances the high school and college programs. Each teacher who teaches advanced courses (Pre-AP, AP) is trained in Advanced Placement curriculum. G/T students at OHS are serviced through the Pre-Advanced Placement and Advanced Placement program in English, Math, Science, and Social Studies. If a student has been identified as G/T, the following suggestions are highly recommended: 1. Student enrolls in at least one advanced (Pre-AP or AP) course in one of the four core areas: English, Social Studies, Math, and/or Science. 2. Student continues advanced enrollment throughout his/her high school career. Characteristics of students successful in advanced courses: Willing to work hard; willingness to spend the time and effort required for success Intellectual curiosity; an interest in knowing and learning more (in depth, more detail, more material) Self-disciplined, with good organizational skills Solid academic (content) background in prerequisite courses Looks beyond the immediate assignment; desire to learn for more than a grade Provides valuable contributions in class 3 Characteristics of students NOT successful in advanced courses: Takes courses because of prestige or pressure from friends and/or family; lack of real interest in the subject Overloaded with work, school activities, sports, church activities, and/or charitable work Does school work because it is assigned rather than to know, understand, and grow Difficulty in seeing “global” relationships and more likely to notice only the immediate application Doesn’t actively participate in class Greater interest in debating ideas and/or ideology rather than in a thorough, objective analysis of a topic Oologah High School Required Procedures: Students who are enrolled in advanced courses are to adhere to the following procedures. Failure to do so may result in removal from the class. Students will be required to sign contracts* outlining the course requirements with individual teachers. These procedures will be followed in the Pre-AP and AP courses: *Students will not be enrolled in a Pre-AP or AP Course without a signed contract by both parent/guardian and student. 1. Makeup Work and Late Work: The policy for makeup work after an excused absence is outlined in the Student Handbook. Late work will not be accepted for major assignments or projects. Further clarification of the late- work policy will be given by individual teachers. In extenuating circumstances, a student may request review of his/her case by the AP Committee. 2. Extra Credit: Extra credit assignments will not be awarded in advanced courses. 3. Grading: Each course has its own set of grading standards which reflect its unique nature. Therefore, it is necessary to review individual course criteria and policies when calculating grades. Likewise, College Board Tests in May each have their own individual criteria and grading scales. (See www.collegeboard.com for addition information about specific courses.) 4. AP Exam: Students are required to take the AP exams for all AP courses in which they are enrolled during the 2018-2019 school year. By signing the agreement, you agree to take and pay for the test/s you are enrolled in. The exams are given over a two-week period in May. The cost of the Exam is $94 for one test, $69 for two or more tests and $10 per test for qualifying low income students. Upon enrolling in an AP course at Oologah High School and signing the verification form, you agree to pay for and take the Advanced Placement test given by the College Board in May of 2019. Qualifying scores on AP exams enable students to get university credit or advanced placement at most universities. • Taking the AP Exam provides an opportunity for students to earn college credit and/or advanced placement in college. Even if the student does not earn a score high enough to receive college credit, there are still many great benefits from taking this timed exam. • Reduced Exam Fee Waivers will be available for those who qualify. 4 5. Drop Procedures (Pre – AP or AP): A student will have the first five class days* to decide whether or not to drop the advanced course. Before a student will be dropped the Counselor will meet with the Principal and speak to the parent/guardian. If the parent is unavailable, the Counselor, the Principal, the teacher, and student will make the decision of the placement of the student pending parent approval. If it is decided that the student will remain in the class, the student must remain until the end of the year. No student will be allowed to drop an AP course after the first five days of the class. 6. PSAT, SAT and ACT Students enrolled in advanced courses or involved in the G/T program are encouraged to take the PSAT, SAT, and ACT early in their high school careers. It is recommended that students take these tests more than once; it has been proven that student’s scores usually improved with multiple tries on these standardized tests. Any type of computer program or booklet that helps a student prepare is always beneficial. *Oologah High School became an approved testing site for the ACT. It is our hope we will be able to encourage more of our students to take the ACT as well as offer them familiar and comfortable surroundings while testing. National Merit Scholars are determined from the PSAT scores taken during their junior year, so this test should be taken very seriously. Students should contact their counselor early in September for more information regarding these tests. AP Committee The AP Committee is a committee comprised of AP teachers and building administrators. It is the responsibility of this Committee to encourage participation in AP classes and to continuously monitor the success of the AP programs. The AP Committee studies, recommends, and implements policies governing the advanced placement programs. The AP Committee will also review concerns of parents and students to protect the student from failure. The Appeals Process Appeals Statement for Behavior/Grades/Attendance/Test Score Problems For the appeals process, you must: Schedule a meeting in the counselor’s office with Mrs. Craig for a meeting with the AP Committee. Have a parent/guardian attend your meeting with you. Bring your statement filled out with you to the Appeals Meeting. Be prepared to reference your past grades, class performance, study skills, and academic strengths to the committee. Be prepared to explain to the committee why you encountered problems, either academically or behaviorally, previously. Be prepared to have your parent/guardian explain your past problems and support your desire(s). How are you planning to change your actions and behaviors to be successful in an AP program? Why do you believe you can be successful in other AP programs considering your past academic/behavioral problems? 5 Responsibilities ADVANCED PLACEMENT RESPONSIBILITIES Student’s Responsibilities: I will dedicate myself to succeeding in my coursework.
Load more

Recommended publications
  • The Relationship of PSAT/NMSQT Scores and AP Examination Grades
    Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered.
    [Show full text]
  • Advanced Placement® Program (AP®)
    Advanced Placement® Program (AP®) CHOOSE AP. STAND OUT. Opening Doors to Universities Worldwide Stand Out at University Admission Flexible Courses on Your Choices What Is AP? The College Board Advanced Placement® Program (AP®) Why Do International Schools enables students to take university-level courses and Embrace AP? exams while they’re still in secondary school. Universities worldwide recognize AP in admissions, and some grant credit. Most universities in the U.S. and Canada award credit IT’S RECOGNIZED GLOBALLY. for advanced coursework taken in high school, allowing In addition to almost all universities in the U.S. and students to skip introductory courses in a given subject Canada, over 4,000 universities in more than 60 and thereby save time and money. Through AP courses, countries use AP Exam scores for admissions, students learn to think critically, construct solid arguments, course credits, and/or advanced placement. and see many sides of an issue—skills that prepare them for college and beyond. Taking AP courses demonstrates to IT’S RIGOROUS. college admissions officers that students have sought the AP courses are designed as introductory-level most rigorous curriculum available to them, and research university experiences, based on a learner-centric, indicates that students who score a 3 or higher on an AP rigorous methodology. Exam typically experience greater academic success in college and are more likely to earn a college degree than IT’S EFFECTIVE. non-AP students. Research shows that AP students are more likely QUICK FACTS to succeed in college: Students who earned a 3 or higher on an AP Exam earned higher first-year and § 38 different AP courses in seven subject areas fourth-year GPAs in college than non-AP students are available.
    [Show full text]
  • Advanced Placement (AP) Course FAQ
    Advanced Placement (AP) course FAQ What is the Advanced Placement program? Advanced Placement (AP) courses are college-level courses offered in high school. AP courses reflect what is taught in top introductory college courses. The College Board offers the AP program to high schools around the world. At the end of the course, students take AP exams—standardized exams that measure how well students have mastered college-level course work. Students who do well on AP exams can earn credit and/or placement into advanced courses at four-year colleges. What are the advantages of my son/daughter taking an AP course? The main advantage of taking an AP course is better preparation for college. It has been shown that students are more successful at the college level after completing AP courses in high school. AP courses can be challenging, but it is work that pays off: • AP courses offer intellectually challenging and intriguing material • Students develop confidence and learn the study habits and time management skills essential for success in college • College credit earned through AP exams allows students to move into upper-level college courses sooner, pursue a double major and gain time to study and travel abroad • Students who receive college credit for their AP exams will save both time and money in college How does an AP class compare to other high school courses? In AP classrooms, the focus is not on memorizing facts and figures. Instead, you’ll engage in intense discussions, solve problems collaboratively and learn to write clearly and
    [Show full text]
  • Advanced Placement® Online
    123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890122012-1234567890123456 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012® 1234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456
    [Show full text]
  • Assessment of Advanced Placement Participation and University Academic Success in the First Semester: Controlling for Selected High School Academic Abilities
    Assessment of Advanced Placement Participation and University Academic success in the First semester: Controlling for Selected High School Academic Abilities by Timothy P. Scott, Homer Tolson and Yi-Hsuan Lee 26 | SUMMER 2010 JOURNAL OF COLLEGE ADMISSION WWW.NACACNET.ORG Abstract The College Board Advanced Placement Program allows high school students to take college-level courses and if an appropriate score on an exam is received, college credit is earned. While the program has had its detractors (access in rural and inner-city schools, lack of diversity, pre-selection of talented students, poor articulation with actual college course work, etc.), it has had tremendous growth throughout the country. In this study, pre-college criteria, high school rank and SAT score were used to categorize students. There- fore, students with similar abilities could be compared, with the only difference being earned advanced placement credit. Regardless of ethnicity, gender, class rank or SAT score, students with advanced place- ment earned higher first semester college GPAs than their counterparts with similar high school academic characteristics, but who lacked advanced placement credit. History for college (Bailey et al. 2002). McCauley (2007) felt that through The Advanced Placement (AP) Program, administered by the College AP programs, college expectations are more clearly delineated. Board, is a collaborative educational effort between secondary schools, However, there are problems associated with the current AP Program. colleges and universities. John Kemper, of the Andover Academy Peer reviewed refereed articles are relatively few, as most articles on (MA), created the first AP courses in 1954 after realizing able high AP are products of the College Board or persons who conduct AP school students were capable of college-level work and that high programs (McCauley 2007).
    [Show full text]
  • Advanced Placement Courses Overview
    Advanced Placement Courses Overview Edgenuity’s Advanced Placement courses provide students with rigorous content designed to prepare students for the demands of the AP exams. Edgenuity’s Advanced Placement content adheres to the course content objectives outlined by the College Board. Program Features Program Benefits College-level course material Intellectually challenging College Board-approved syllabi Accelerated skill development Multi-faceted technology-based program Best-in-class preparation for the AP Exams Engaging content Optional college credit before entering college Course Suite CALCULUS AB This college-level, yearlong course prepares students for the Advanced Placement (AP) Calculus AB Exam. Major topics of study in this full-year course include a review of pre-calculus, limits, derivatives, definite integrals, mathematical modeling of differential equations, and the applications of these concepts. Emphasis is placed on the use of technology to solve problems and draw conclusions. The course utilizes a multi-representative approach to calculus with concepts and problems expressed numerically, graphically, verbally, and analytically. ENGLISH LITERATURE AND COMPOSITION This college-level course engages students in critical analysis of English literature. Content will cover style, structure, rhetorical strategies, diction, figurative language and imagery, selection of detail, vocabulary, semantics, and syntax, deepening students’ understanding of the ways writers use language. ENGLISH LANGUAGE AND COMPOSITION In this advanced-level course, students explore the ways writers create meaning. Students will read and analyze numerous genres of nonfiction prose including essays, journalism, political writing, and criticism. Students will write complex expository, analytical, and argumentative essays. ENVIRONMENTAL SCIENCE This interdisciplinary course covers the scientific principles, concepts, and methodologies in geology, biology, environmental studies, environmental science, chemistry, and geography.
    [Show full text]
  • 'Iolani Test Prep Info: the Advanced Placement ® (Ap) Program
    ‘IOLANI TEST PREP INFO: THE ADVANCED PLACEMENT ® (AP) PROGRAM ‘Iolani offers a multitude of College Board’s Advanced Placement courses in many academic areas, including English, History, Computer, Math, Performing and Visual Arts, Research, Science, and World Languages. These courses, part of an international program recognized by thousands of schools and colleges, present outstanding secondary school students with college-level curriculum. Although colleges differ in how they recognize AP scores, students who succeed on AP examinations and digital portfolio reviews may earn college credit based on their test performance, or be allowed to skip introductory courses and move directly into upper-level classes. Selective colleges strongly encourage students to challenge themselves. Taking AP courses is one way to do so. Advanced Placement work, however, is not for everyone; for many students, the normal pace of ‘Iolani School is sufficiently challenging. Under no circumstances should a student’s grounding in the fundamentals be compromised in order to take an AP course. Students enrolled in AP courses must take the AP examination or submit a digital portfolio. They are responsible for registering for their specific class on their myAP account and the associated AP exam fee. Failure to do so without prior administrative approval will result in a failure for the course. Registering for the Exam Portion: • Students should speak to their grade level counselor before registering for any AP exam. Students who wish to retake an exam, may not request tutoring assistance from ‘Iolani faculty. • If you are enrolled in an AP Course at ‘Iolani, you are required to take the respective AP exam.
    [Show full text]
  • AP Course Audit
    AP Course Audit Teacher and Administrator User Guide Getting Started ................................................................................................................................ 2 Creating an EPL account ............................................................................................................ 3 Enrolling in the AP Course Audit ................................................................................................ 4 Teacher .................................................................................................................................... 5 Teacher-Online Provider ......................................................................................................... 5 Homeschool Provider .............................................................................................................. 5 School or District Administrator ............................................................................................... 6 Managing Course Audit Enrollment ............................................................................................ 7 Teacher Functions .......................................................................................................................... 8 Homeschool Providers ................................................................................................................ 8 Add a New Course .................................................................................................................... 10 Completing
    [Show full text]
  • AP Statistics Course Description
    StatistIcS Course Description Effective Fall 2 0 1 0 AP Course Descriptions are updated regularly. Please visit AP Central ® (apcentral.collegeboard.com) to determine whether a more recent Course Description PDF is available. 52269-00003 AP Statistics Course Description 2009-10; Fonts: Century Old Style Regular, Century Old Style Italic, Century Old Style Bold, Serifa 45 Light, Serifa 65 Bold, Serifa 75 Black; Univers 47 Light Condensed, Univers 67 Bold Condensed • Dr1 12/5/07 RI60436 • D1rev 12/10/07 RI60436 • D2 2/7/08 RI60436 • D2rev 2/12/08 RI60436 • D3 3/3/08 RI60436 • CS4 1/20/10 mc • dr01 1/20/10 mc • dr01revs 2/1/10 mc • pdf 2/3/10 mc • pdf 2/19/10 mc • Drft03 3/26/10 jdb • PDF Drft03 3/30/10 jdb • PDF Drft04 4/6/10 jdb • Preflight 04/13/10 ljg The College Board The College Board is a not-for-profi t membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the College Board is composed of more than 5,700 schools, colleges, universities and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,800 colleges through major programs and services in college readiness, college admission, guidance, assessment, fi nancial aid, and enrollment. Among its widely recognized programs are the SAT®, the PSAT/NMSQT®, the Advanced Placement Program® (AP®), SpringBoard® and ACCUPLACER®. The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities and concerns.
    [Show full text]
  • Advanced Placement® Exam-Taking and Performance: Relationships with First-Year Subject Area College Grades
    ReseaRch RepoRt 2011-4 Advanced Placement® Exam-Taking and Performance: Relationships with First-Year Subject Area College Grades By Brian F. patterson, sheryl packman, and Jennifer L. Kobrin Validity Brian F. Patterson is an assistant research scientist at the College Board. Sheryl Packman was an associate research scientist at the College Board. Jennifer L. Kobrin is a research scientist at the College Board. Acknowledgments The authors would like to acknowledge the helpful feedback of Vytas Laitusis and Ann A. O’Connell on earlier drafts of this manuscript and Michael Chajewski for his review of the tables. James Monk and Keith Cothrun also provided thoughtful advice on analyses of the world language student data. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. © 2011 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board.
    [Show full text]
  • Raising the Bar for Prek-20 Education in Oregon: White Papers
    Raising the Bar for PreK-20 Education in Oregon: White Papers Raising the Bar for PreK-20 Education in Oregon: White Papers The six white papers gathered here describe Oregon’s challenge in helping more Oregonians than ever before to attain a higher level of education. These papers, commissioned by the Roundtable and completed in 2005, lay the groundwork for discussions by Oregon’s leaders and citizens about education changes that are needed and those that are under way. A New Vision for Oregon Education. Oregon must dramatically increase the education attainment of its citizens. The state’s PreK-20 education systems must perform better, and they must The Competitive Imperative. be funded and structured differently. With increasing global competition and evolving technology, Oregonians must be well educated in order to Preparation. hold good jobs and keep the Oregon Preparation is the strongest key to success economy competitive. in higher education. Too many Oregon ninth graders fail to obtain a high school diploma; Affordability. 40 percent of those who do are not ready to Oregon students, especially low-income succeed in postsecondary education. students, are finding a postsecondary education increasingly harder to afford. Pathways and Persistence. Costs are higher, aid is not keeping pace, Students travel many paths to their and most students are making up the education objectives. Oregon is smoothing gap with borrowing. these pathways but has more work to do. What Cost, What Results for PreK-20? Oregon needs a uniform, transparent process for budgeting public dollars across the PreK-20 spectrum. It needs to know how it is spending funds, and what it is getting for the investment.
    [Show full text]
  • Attention, Homeschool Students and Independent Study Students!!
    Attention, Homeschool Students and Independent Study Students!! Want to take an Advanced Placement Exam? If you are homeschooled or take Independent Study, you are eligible to take College Board Advanced Placement exams at Waller High School in May of 2020. AP Testing Registration Dates: September 25-November 8 Regular Registration Price per Exam: $94 November 15-February 28 Late Registration $40 additional fee for each late exam registration If you do not complete a minimum payment of $31 by March 5, 2020, the registration will be cancelled. Part 1 instructions to register for an exam: 1. Sign in to your College Board account. If you do not already have one, create one at collegeboard.org/register. Click the Sign up link. 2. Click the Join a Course or Exam button. Locate the correct Join Code in the table below for each exam you want to take. Join the exam, NOT the course. 3. Type the Join Code and click SUBMIT. 4. Check the information that comes up to verify it matches the exam you want to take. If it is correct, click YES. 5. The first time you register for an AP Exam, you will be asked to complete some registration information. It’s important to provide accurate information that you will provide this one time only. EXAM Title Join Code Exam Date AP Biology 2KMNYJ May 11, 2020 AP Calculus AB Z99NJ3 May 5, 2020 AP Chemistry 43M3A4 May 7, 2020 AP Computer Science A P9KMX7 May 8, 2020 AP English Language and Composition VA3GYJ May 13, 2020 AP English Literature and Composition QNQNJA May 6, 2020 AP Environmental Science GQD4YN May 11, 2020 AP European History QY2PMK May 6, 2020 AP French Language and Culture M7QXRQ May 15, 2020 AP Human Geography ZEEZGP May 5, 2020 AP Macroeconomics KNWERQ May 14, 2020 AP Physics I R76RJ6 May 7, 2020 AP Psychology 7X9GQM May 12, 2020 AP Spanish Language and Culture PXGA4K May 12, 2020 AP Statistics D4GKAD May 15, 2020 AP United States Government and Politics M2JNJ7 May 4, 2020 AP United States History DARQKR May 8, 2020 AP World History: Modern 2ZEXER May 14, 2020 Part 2 instructions to register for an exam: 1.
    [Show full text]