Grade 5, Unit 1: Fill & Download for Free

We are mainly taught the histories of China, Europe and the U.S., other regions are barely mentioned.I just translated the table of contents of the 3 compulsory History textbooks in Chinese high schools. All students are required to learn these 3 books at Grade 10 before choosing Liberal Arts (Politics, Geography & History) and Science (Chemistry, Physics & Biology) at Grade 11.Note these are the direct translations of the Chinese texts thus some of them might sound awkward to native English speakers. So please feel free to edit.Hope my contribution helps!Compulsory IUnit 1: Political systems of Ancient ChinaLesson 1: Political systems of Xia, Shang, and Zhou DynastyLesson 2: The formation of Qin Dynasty’s centralized political systemLesson 3: The evolution of political systems from Han Dynasty to Yuan DynastyLesson 4: The enhancement of autocratic monarchy during Ming and Qing DynastyUnit 2: Political systems of Ancient Greece and RomeLesson 5: Democratic politics of Ancient GreeceLesson 6: The origin and development of Roman lawUnit 3: The establishment and development of western capitalist political systemLesson 7: The establishment of British constitutional monarchyLesson 8: The founding of the United States Federal GovernmentUnit 4: The anti-aggression in modern Chinese historyLesson 10: Opium WarsLesson 11: Taiping RebellionLesson 12: First Sino-Japanese War and Eight-Nation AllianceLesson 13: Xinhai RevolutionLesson 14: The emergence of New Democratic RevolutionLesson 15: The First Civil War (1927 - 1937)Lesson 16: Second Sino-Japanese WarLesson 17: Chinese Communist Revolution (also known as the “Second Civil War”)Unit 5: The establishment of Socialist systemsLesson 18: The birth of MarxismLesson 19: The victory of (the Russian) October RevolutionUnit 6: Political development of People’s Republic of China (PRC)Lesson 20: The political development of PRCLesson 21: Tortuous developments (Cultural Revolution)Lesson 22: China’s ReunificationUnit 7: Foreign relations of modern ChinaLesson 23: Diplomacy at early years of PRCLesson 24: New prospect of Chinese diplomacyUnit 8: Multi-polarization of the world orderLesson 25: The formation of the bi-polar order (Cold War)Lesson 26: The emergence of multi-polarizationLesson 27: The world order at the turning of the centuryCompulsory IIUnit 1: Structure of features of ancient Chinese economyLesson 1: Agriculture of ancient ChinaLesson 2: The progress of ancient handicraft industryLesson 3: The developments of ancient commercial businessLesson 4: Economic policies of ancient ChinaUnit 2: The formation of capitalist global marketLesson 5: The exploration of new sea routesLesson 6: Expansions of colonism and the global marketLesson 7: First Industrial RevolutionLesson 8: Second Industrial RevolutionUnit 3: Variations of economic structure in modern ChinaLesson 9: Variations of economic structure in modern ChinaLesson 10: Tortuous development of national capitalismUnit 4: The path of Socialism with Chinese CharacteristicsLesson 11: Tortuous development of the economy (Great Leap Forward)Lesson 12: From planned economy to market economyLesson 13: The initial formation of opening-up.Unit 5: The variation of social life in modern ChinaLesson 14: Material life and customsLesson 15: Transportation and communication toolsLesson 16: Mass mediaUnit 6: Adjustment of capitalist economyLesson 16: Great DepressionLesson 18: New DealLesson 19: New changes of capitalism after the warUnit 7: Socialist Construction of Soviet UnionLesson 20: From War Communism to StalinismLesson 21: Economic reforms of the USSR after the warUnit 8: Globalization trendLesson 22: The formation of post-war capitalist world economyLesson 23: The regional grouping of the world economyLesson 24: The globalization of world economyCompulsory IIIUnit 1: The evolution of Chinese traditional mainstream thinkingLesson 1: Hundred Schools of Thought and formation of ConfucianismLesson 2: The promotion of ConfucianismLesson 3: Neo-ConfucianismLesson 4: Confucianists during Ming & Qing DynastyUnit 2: The origin and development of western humanismLesson 5: The origin of western humanismLesson 6: Renaissance and Protestant ReformationLesson 7: Age of EnlightenmentUnit 3: Science, technology and arts in ancient ChinaLesson 8: The inventions and discoveries in ancient ChinaLesson 9: Chinese literatureLesson 10: Chinese painting, Chinese calligraphy and Chinese operaUnit 4: The developments of science since modern timesLesson 11: The breakthrough of physicsLesson 12: Origin of life (Evolutionism)Lesson 13: From steam engine to InternetUnit 5: Ideological emancipation in modern ChinaLesson 14: From Self-Strengthening Movement to Hundred Days' ReformLesson 15: New Culture Movement and spread of MarxismUnit 6: Chinese thoughts and theories since 20th centuryLesson 16: Sun Yat-sen’s Three Principles of the PeopleLesson 17: MaoismLesson 18: Theoretical explorations in new periodUnit 7: Science & technology, education and literature & artLesson 19: Significant achievements in science & technology since the founding of PRCLesson 20: Hundred Flowers CampaignLesson 21: The development of modern Chinese educationUnit 8: Literature & arts around the world since 19th centuryLesson 22: The prosperity of literatureLesson 23: The development of fine artsLesson 24: Music and film arts

Well, it could; if you improve the module grade sufficiently, it could raise your AS grade, which could well improve your overall grade. It can't reduce any of them, because your best results stand, even if you retake and do less well on the second attempt.So yes, it could. Not will, but might. And that might affect your university application.I hope this is helpful.

Re: Is the Common Core left-wing or right-wing?The “Common Core”, more properly the Common Core State Standards, are nothing more than a set of standards we should reasonably expect students to have mastered in math and English by the end of a particular school year.You can see the standards right here:Mathematics StandardsEnglish Language Arts StandardsThey are organized by grade level, so that we can see that (for example) by the end of grade 5 a student should be able to (for example)CCSS.ELA-LITERACY.RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.andCCSS.MATH.CONTENT.5.MD.A.1Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.None of this is either “left wing” or “right wing”