Agenda for Advanced Placement United States History Workshop Shawnee Mission School District June 23-27, 2003

 

Monday, June 23

  8:00 - 9:45 a.m.:   Introduction

   A Different Way to Use Billy Joel's "We Didn't Start the Fire"

   Starting and Ending Times.   Breaks

   Nature of Final Project Required to Obtain Graduate Credit

   Modeling Use of the World Wide Web

• A Select Annotated Webography
• A Select Annotated List of Videos
• Sample Lessons

   Striking a Balance between Exam Prep and Course Content

   Striking a Balance between Historical Content and Pedagogy

   Sharing Our Experiences, Lesson Plans and Materials

   Reflective Writing: What would like to get out of this workshop?

   Participant Introductions

  9:45 - 10:00 a.m.:   Refreshment Break

  10:00 - 11:45 a.m.:   Organizing and Planning an AP U.S. History Course

   A Very Personal, Individual Decision

   History as Explanation or Interpretation

   Constraints Imposed by the AP Examination

   Resources for Constructing or Revising Your Syllabus

   Choosing a Textbook

   What texts have you used? What other texts are currently available?

   Teaching Against the Textbook

   Getting Away From Relying Too Heavily on the Text

   Finding the Right Mix of Teaching Materials

   Finding the Right Mix of Writing Assignments

   The Value of Assigning a Research Paper

  11:45 a.m. - 12:30 p.m.:   Lunch

  12:30 - 2:00 p.m.:   Integrating Exam Prep into Your Course

   The Nature of the AP Exam

   Teaching the Evaluation of Primary Sources

   Teaching Students How to Do the DBQ

   Using DBQs from Past Exams as Teaching Materials

   Should You Have Your Students Create Their Own DBQs?

  2:00 - 2:15 p.m.:   Refreshment Break

  2:15 - 3:10 p.m.:   Making Good Use of the World Wide Web

   Creating Your Own Teaching Web Site

   Some Examples of Teaching Web Sites

• My Web Site
• Sue Pojer's AP US History Home Page

   Dynamic Syllabi

   Should We Devote a Lab Session to Examining Dynamic Syllabi?

  3:10 - 3:15 p.m.:   What issues or sample lessons should we be sure to discuss this week?

 

Tuesday, June 24

  8:00 - 8:20 a.m.:   Review of Issues Arising Out of Yesterday's Discussions

   Requests for Specific Lessons or Activities

   Deciding What to Focus on in Your Teaching Unit

   Be Prepared to Share the Fruits of Your Labor

  8:20 - 9:45 a.m.:   Techniques for Preparing Students for the AP Exam

   How the AP Exam is Graded

   Implications of the Grading for Exam Prep

   Preparing Students for the Multiple-Choice portion of the Exam

   How the DBQ is Graded

   How Students Should Go About Answering the DBQ

   Analyzing the Documents

   Grading the 2003 DBQ

  9:45 - 10:00 a.m.:   Refreshment Break

  10:00 - 11:45 a.m.:   Techniques for Preparing Students for the AP Exam (continued)

   Anticipating Changes in Preparing for the DBQ

   How Free Response Essays Are Graded

   Preparing Students to Answer a Wide Variety of Free Response Questions

   Elements of a Good Answer

   Grading of Sample Free Response Essays from the 2003 Exam

  11:45 a.m. - 12:30 p.m.:   Lunch

  12:30 - 1:15 p.m.:   History as Interpretation: Sample Lessons

   Billy Joel versus Bob Dylan

   Nine to Five

   Gordon Parks' Photo of Ella Watson

  1:15 - 2:15 p.m.:   Examination of Effective Web-based Lessons

   The Salem Witch Trials and The Crucible Compared

   Economic Opportunity Free African Americans in 1860

   The Great Migration

   Japanese-American Internment

  2:15 - 2:30 p.m.:   Refreshment Break

  2:30 - 3:15 p.m.:   Locating Resources for Your Teaching Unit

 

Wednesday, June 25

  8:00 - 8:20 a.m.:   Review of Issues Remaining from Previous Days' Discussions

   Requests for Specific Lessons or Activities

   Helping You with Your Teaching Unit

  8:20 - 9:45 a.m.:   Review of United States History to 1800

   Which major themes should be highlighted?

   Techniques for Teaching the First (1993) DBQ

   Teaching the 1985 DBQ

   Sample Document-Based Lesson on African Americans

  9:45 - 10:00 a.m.:   Refreshment Break

  10:00 - 11:45 a.m.:   Review of United States History, 1800-1877

   Which major themes should be highlighted?

   How much emphasis on social, economic and cultural history?

   How Much Attention to Free African Americans in the antebellum era?

   Should One Teach the 2002 DBQ?

   Sample Lesson: Jubilee as an Historical Source

   Sample Document-Based Lesson: Land and Labor during Reconstruction

  11:45 a.m. - 12:30 p.m.:   Lunch

  12:30 - 1:15 p.m.:   Locating Sources for Your Teaching Units

  1:15 - 2:15 p.m.:   Review of United States History, 1877-1920

   Which major themes should be highlighted?

   Demonstration Unit Built Around Plain Folk

   Teaching the 1989 DBQ

   Sample Video Lesson: Clash of Cultures on the Great Plains

   Sample CD-ROM Lesson: Assimilating Native Americans

  2:15 - 2:30 p.m.:   Refreshment Break

  2:30 - 3:15 p.m.:   Brief Progress Reports and Sharing of Ideas (if time permits)

 

Thursday, June 26

  8:00 - 8:20 a.m.:   Do We Need to Make Any Adjustments in Today's Schedule?

   Is Anyone Having Difficulty Creating a Teaching Unit?

   Do We Need to Allot Additional Time to Locating Resources?

  8:20 - 9:45 a.m.:   Review of United States History, 1877-1920 (continued)

   Resources for Teaching about The Great Migration

• Meier and Rudwick's Interpretation
• Up South video
• Moving North to Chicago: 1900-1945 video

   Sample Video Lesson: The Uprising of the 20,000

   Teaching the 1994 DBQ

  9:45 - 10:00 a.m.:   Refreshment Break

  10:00 - 11:45 a.m.:   Review of United States History, 1920-1945

   Lecture: The Harlem Renaissance

   Different Approaches to Teaching the New Deal

   Teaching the 1984 and/or 2003 DBQ

   Resources for Teaching about Japanese-American Internment