Drew University
2017 APSI for United States History
Tim Cullen
Day 1a. Understanding the Course; Making A ‘Historically Defensible Argument’
The central point of this course is teaching students how to make a ‘historically defensible argument.’ The redesigned examination seeks to assess this through a four-step process. While the new test is superior to its predecessor, components of the revised course can beconfusing. The first day of the seminar seeks to alleviate this situation by providing an overview as well as guidelines and materials for APUSH.
Day 1b. Marginality and AP History
The economic principal of marginality is central to a sound course of study. With limited time available, and a plethora of material to be covered, it is critical that teachers understand how to best utilize the resources available. To this end, each is encouraged to view the TEDTalk ‘First Ask Why’ by Simon Sinek.There will be time allotted in this session to develop a course outline for the year.
Day 2a. Apprentice Historians
The second day of the APSI focuses on the concept of becoming apprentice historians. Here we introduce the steps necessary to master the discipline. Building upon Day 1b, teachers will be introduced to strategies which will facilitate this process including the ‘Twelve Steps to Success’ and the ‘Overlay Concept.’
Day 2b. Classroom lessons and Exercises
The afternoon session builds on these two ideas. Teachers are provided with a variety of samples lessons and exercises, each designed to help students become better apprentice historians. Each idea is built upon the principles outlined earlier in the day and offers strategies to stay on task while helping students develop their ability to make historically defensible arguments. There will be time allotted to develop a syllabus for the year.
Day 3a. The Historical Thinking Skills; Part One
The College Board has created a number of useful lessons on specific elements of the curriculum. Among these are an examination of primary and secondary materials, as well as the skill of contextualization. The most recent test results indicate that students struggle with such issues and it is critical that we develop lessons to address this deficiency.
Day 3b. The Historical Thinking Skills; Part Two
The afternoon session will focus on chronological reasoning, argument development, sequencing the course, and curriculum development.There will be time available for group interaction regarding syllabus development.
4a. Teaching the AP United States History Course; Change the Dynamic
A critical element to teaching an AP course is the teacher’s ability to alter the dynamic at work. We must wean students away from a grade-focused and adversarial environment, adopting instead a relationship akin to Jefferson’s ‘academic village.’ The two concepts central to this process are Deliberate Practice and the Narrative Grading Process. We shall study both and show how to utilize them throughout the year.
Day 4b. The Written Component; Grading and Assessments
The scoring factor for the APUSH examination is a major concern for students, teachers, parents, and administrators. The mid-day session will examine those elements central to a successful experience as well as guidelines for the assignments and rubrics used to assess the students’ work throughout the year. In particular, we will review a specific DBQ from a past year and then grade selected essays. A discussion will complete the exercise.
Day 4c. Preparation and Review for the Examination
The final reviewprocess is critical to a student’s individual performance. In addition, it is important to understand that this examination challenges the students both mentally and physically. To this end, we will study the preparation skills utilized by musicians, thespians, and athletes. This final session of the seminar reminds us that while the test experience cannot be overlooked,the focus remains teaching an exciting and engaging course of study.