HOFSTRA UNIVERSITY
2013 AP WORLD HISTORY SUMMER INSTITUTE
July 9-12, 2013
Dr. Mel Maskin
AGENDA
SESSION 1
Introductions
-Institute overview
Philosophy and purpose of AP
Philosophy and purpose of AP World
- the “old” vs. the “new” World History
2011-2012 course overview-(curric. fram. 2-4, 7-14, activity p.15)
- changes in content structure ( periods, themes, key concepts, historical thinking skills)
Establishing your course
- recruitment and selection of students
- equity and access issues I (i i i)
- setting your level of expectations I
- course pacing (course and exam descrip. Periods 1 &2, 23-30)
- recommended resources
- texts
- supplementary readers
- use of key concept file folder plan
- Thematic Connections approach
- AP World Community
- College Board’s website, AP World link
- Bill Strickland’s site
Suggested instructional strategies/activities
- teaching an historical thinking skill: chronological reasoning (curric.fram.9-11)
- course terms, concepts, task verbs
- use of assessments (instructional design and assess. 42-46)
- use of texts to create and complete graphic organizers
AP exam focus
- exam components (course and exam descrip. 91-92)
- exam scoring and stats
- 2013 AP World Exam (overview)
Audit and syllabus development, ( periods 1 & 2) (AP course audit 1-19)
-matching key concepts with course themes (curric. Fram. 3-4 activity p.56. answers p.93 appendix)
- using texts to meet curricular requirements (syllabus devel. P. 34-40, appendix (sample syllabus 1) 82-85)
SESSION II
Review of key points of session I
AP World course overview(period 3) (course exam descrip. p.40-50)
Establishing your course
- equity and access issues II (equity and access activity p.20-21)
- setting your level of expectations II
- recommended resources
- supplementary readers
- monographs
- “ A Brief History of the World” DVD
Suggested instructional strategies/activities (period 3)
- teaching an historical thinking skill: historical argumentation (curric.fram. p.7-9)
- use of graphic organizers (thematic)
- use of “change analysis” chart
- use of the “comparative” graphic organizer
- use of simulations, debates, extra-credit projects, current events project
AP exam focus: “ Doing the DBQ”
- essay requirements (understanding exam p.26-27)
- use of practice worksheets
- use of the 2002 DBQ
- scoring the 2013 DBQ
Audit and syllabus development ( period 3)
- using texts to meet curricular requirements (appendix {sample syllabus 1} p. 85-86.)
SESSION III
Review of key points from session II
AP World course overview (period 4), (course exam descrip. Period 4, P.50-60)
Establishing your course
- access and equity issues III
- setting your level of expectations III
-course pacing
-geographical knowledge (course exam descrip. World regions map p.22)
- recommended resources
- supplementary readers
- monographs
- websites
- video ( CNN Millenium series)
Suggested instructional strategies/activities (period 4)
- teaching an historical thinking skill: interpretation and synthesis (curric.fram.p.13-14)
-use of graphic organizers ( regional)
-use of “change analysis” chart
- use of art
- use of technology
- assessments: mid-year exam (essay component)
AP exam focus: “ Doing the C & C”
- essay requirements
- teaching an historical thinking skill: comparison (curric. Fram. p. 11-12)
- use of practice worksheets
- use of graphic organizers
- scoring the 2013 C & C
Audit and syllabus development ( period 4)
- using texts to meet curricular requirements (appendix (sample syllabus 1) p. 86-87)
SESSION IV
Review of key points from session III
AP World course overview (periods 5 & 6) (course exam descrip. Periods 5 &6, p.61-88)
Establishing your course
- standards issue
- setting your level of expectations IV
-pacing issues
- recommended resources
- monographs
- websites
- supplementary readers
Suggested instructional strategies/activities (periods 5 & 6)
- teaching an historical thinking skill: contextualization (curric. fram. p. 12-13.)
- use of graphic organizers ( global processes)
- use of selected visuals
- use of “Change Analysis” chart
AP exam focus: “ Doing the CCOT” (understanding the exam p.27. course and exam descrip.
CCOT p.119-123)
- essay requirements
- use of practice worksheets
- use of graphic organizers
- scoring the 2013 CCOT
AP exam review strategies (understanding the exam p. 24-25.)
- use of websites
- use of practice exam (practice exam p.7-90, answers p. 83)
- modified essay questions for exam practice (last 10 pages in handbook)
- use of student- generated AP-level MCQs (understanding the exam, p.25.)
Audit and syllabus development ( periods 5 & 6)
- using texts to meet curricular requirements (appendix {sample syllabus 1} p. 87-91)
- use of syllabus activity template
Evaluation forms completed-