AP® Summer Institute
World History
Drew University: Caspersen School of Graduate Studies
S.W. Bowne, room 126
36 Madison Avenue
Madison, NJ 07940
July 21 – July 25, 2014
Presented by: Frank J. Passaro, Jr.
Social Studies Department Chairman
Calvert Hall High School
Towson, Maryland, 21286
410-530-4692
Tentative Agenda
Monday, July 21, 2014
· Icebreaker/ Introductions/Expectations for the Week
· Take a modified AP® World History Exam
o Assess skills needed to be successful on the test
· Equity and Access
· AP® World History Curriculum Framework
· Understanding the Exam
· Teaching Skills for the Multiple-Choice Section --- (or, Teaching for Learning AND success) --- Activities that will get your students
· Technological and Environmental Transformations; --- Activities
· Why Study History?
· Daily feedback on YOUR progress
Tuesday, July 22, 2014
· Designing lessons that will teach knowledge, skills and attitudes
· Formative and summative assessment
· What historical thinking skills will you address in an AP® World History Course?
· Working with historical thinking skills
· Organization and Reorganization of Human Societies --- Activities
· Teaching and grading the Comparison Free-Response Question
· Syllabus Development
· Daily feedback on YOUR progress
Wednesday, July 23, 2014
· Teaching the Continuity and Change Over Time Free Response Essay
o Big History - What is it? Why use it in an AP® course? (http://worldhistoryforusall.sdsu.edu/; https://course.bighistoryproject.com/bhplive)
· Aligning the AP® World History Exam with the Curriculum Framework
· Working on individual teachers’ courses integrating what each has learned about preparing an AP® World History Course
· Regional and Transregional Interactions --- Activities
· Syllabus Development
· Daily feedback on YOUR progress
Thursday, July 24, 2014
· Teaching Students the Document-Based Question
· Global Interactions; Industrialization and Global Integration --- Activities
· Sharing websites, films, listserves, etc.
· Syllabus Development
· Working on individual teachers’ courses integrating what each has learned about preparing an AP® World History Course
Friday, July 25, 2014
· Accelerating Global Change and Realignments --- Activities
· Syllabus Development
· Assessing syllabi
· Workshop evaluation
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Objectives
Emphasis:
· “Philosophy” of World History (aka “How to teach a course you never took yourself!”)
· Creating a syllabus and submitting it for the AP Audit
· How to teach essay writing
· Sharing classroom activities that will provide students with higher order thinking skills and that will move from teacher-centered to a student-centered class
· Review activities that help students organize 10,000 years of knowledge.
Big Questions:
· What difference does an AP® course make for students and teachers?
· Who should take/teach AP®?
· How must an AP® course be organized?
· What do my students need to know and be able to do in order to succeed in an AP® course? How about on the AP® examination?
Assessment: In one page or less, describe three things you plan to do in your class this year that you have learned (or re-called) in our workshop; further, explain how each of these will help your students become better students in a college class in history.
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Equity & Access
The College Board and the Advanced Placement Program encourage teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.
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