Course Descriptions

These courses are designed to give teachers an overview of the basic structure and content necessary for an Advanced Placement course in the subjects listed.  In addition, instructors review the Advanced Placement Examination in each subject as it applies to that content area by discussing sample multiple choice and free-response questions. A major portion of each course involves the development of an Advanced Placement curriculum by each participant. In the past, these courses have proven to be beneficial to experienced teachers of Advanced Placement as well as to prospective new instructors for AP classes.  Each course is offered for 3 graduate credits in Education.

Ed. 635 – ART HISTORY FOR TEACHERS OF ADVANCED PLACEMENT 

Faculty: Yu Bong Ko 

TEACHING THE REDESIGNED AP ART HISTORY CURRICULUM

The newly redesigned curriculum was implemented in 2015 with significant departure from the old format.  The inaugural 2016 exam has provided initial insights into the many questions that both first-year and experienced teachers preparing to teach the redesigned AP Art History course have been asking: just how much does one teach beyond the 250 works of art in the Image Set? Why is there so much emphasis on the global content areas and how can one make meaning thematic connections among these diverse cultures? Where can one find teaching resources beyond the traditional textbooks? How can one better pace the teaching of the course? What will be assessed on the AP exam in subsequent years?

Throughout the week, we will place special focus on the following topics of immediate concern:

  • Key changes to the AP Art History Curriculum
  • Understanding the new curriculum framework and its implications for teaching: Big Ideas, Essential Questions, Learning Objectives and Enduring Understanding for each Content Area
  • Working with the Course Planning and Pacing Guide 
  • Balancing depth of knowledge and breadth in content coverage
  • Resources for developing and teaching the course content areas
  • Strategies to support student success as independent thinkers and learners
  • Engaging student interest in Art History
  • Enhancing visual literacy and reading/writing about art
  • Teacher and student preparations; equity and access
  • Incorporating digital technology infused and multimedia classroom
  • Preparing for the AP exam and assessment strategies
  • Revising the course syllabus (and submitting a syllabus for the AP Audit)

 

The workshop will focus on designing a thematic and cross-cultural approach to connecting relationships among global artistic traditions and merging “contemporary art” into the curriculum all year long; while maintaining solid footing on chronology and geography. Additional emphasis will be placed on recent scholarship that emphasizes critical thinking and understanding works of art and architecture through visual, historical and contextual analysis. Participants will have ample opportunities to acquire and share best teaching practices and walk away with practical materials and strategies to immediately promote active student-centered learning in the classroom, including ways to enhance visual literacy: how to help students develop skills in looking at, thinking about and communicating ideas about works of art. 

Finally, participants will be mentored as “Readers” in a simulated scoring of the free-response questions on the new AP examination and gain an understanding of the exam construction and grading processes, with specific attention placed on the common student errors and their implications for instruction. Participants are encouraged to bring a laptop as most of the valuable handouts are in electronic format, such as on a flash drive. 

Ed. 630 - BIOLOGY FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Franklin Bell

This course will provide an overview of the redesigned Advanced Placement Biology course. In the redesigned AP Biology course, the College Board, in collaboration with the National Science Foundation, has done the following:

  • Reduced content breadth to promote conceptual understanding;
  • Provided an explicit, comprehensive curriculum framework;
  • Directed that scientific inquiry and student-directed lab exercises replace the twelve scripted lab exercises that were previously in use, with the concomitant development of student inquiry skills;
  • Articulated clear learning objectives;
  • Redesigned the format for the AP Biology exam (the new exam format was implemented in May 2013).

Participants will have the opportunity to perform several lab exercises that align with the College Board redesign. Best practices will be discussed. Information about the requirements for the AP Biology Course Audit for 2014-2015 will be shared.

 

Ed. 637 - CALCULUS AB FOR TEACHERS OF ADVANCED PLACEMENT (NEW EXAM 2017)

Faculty: Greg Timm

The primary goal of this class is for the teacher to acquire the techniques necessary to successfully teach Advanced Placement AB Calculus at the secondary level.  This course will focus on classroom strategies that encourage teachers not only to enjoy teaching calculus, but also to learn how to creatively engage students in mathematical investigations that enable the students to "discover" the major concepts.  We will examine a variety of strategies and skills that can be used to explore the fascinating world of teaching AP Calculus. This course is intended for to provide appropriate training for the AP Calculus teacher by providing opportunities to refresh, solidify, and expand your theoretical understanding of the calculus, become familiar with the level of knowledge required for student success on the AB AP Calculus Examination, gain expertise in the creation and use of appropriate assessment vehicles, including technology, and connect pedagogical theory to practice in the AP classroom.

 

Ed. 638 - CALCULUS BC FOR TEACHERS OF ADVANCED PLACEMENT (NEW EXAM 2017)

Faculty: Mark Howell 

Although this course will include materials covering the full range of Calculus BC content, the "C" topics in the curriculum will receive special emphasis. In particular, the mathematics the teacher needs to know and the mathematics the student is expected to learn will be covered. Teaching strategies directed towards approach, activities, time frame, and assignments will be developed. The role of the graphing calculator as a powerful instrument for enriching and enhancing the study of calculus will be explored, and a collection of student-ready activities will be distributed. Current textbooks related to the new technology will be available for participants to examine.  Evaluation techniques, including the development of teacher-made tests, will be discussed and the Advanced Placement examination will be analyzed. Participants will be familiarized with grading standards and the application of grading scales to free-response questions. They are asked to bring a graphing calculator (such as a Ti-84 or TI-89). Participants are also asked to bring any materials that they may wish to share with other teachers.

 

Ed. 631 - CHEMISTRY FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Pat Bordell

AP Chemistry will provide beginning and experienced AP Chemistry teachers with an understanding of the redesign of the curriculum. Suggestions for organizing course work for the first time and/or making modifications to an existing framework will be discussed. Participants will have the opportunity to work both individually and collaboratively on hands-on lab activities/experiments as well as in problem-solving sessions. Special emphasis will be on modeling the concept of inquiry in the classroom as well as in the lab. Participants will receive hundreds of files (via DropBox or a DVD) of useful information pertaining to all aspects of the AP Chemistry Program. Participants should bring their laptops, a jump drive, a calculator, goggles and, if possible, a digital file of a Best Practice that can be distributed. The Best Practice can be a demo, lab experiment, inquiry activity, worksheet, test, or anything which you really like to use in the classroom/lab for either first year chemistry or AP. Participants will be sent a copy of an AP Exam Free Response and/or the Multiple Choice to write before coming to the institute.  If participants have not examined the NEW exam questions, they are encouraged to complete as much of it as they can prior to the institute to become very familiar with the types of questions on the exam. Although this exam will not be graded, it will be used to learn how to grade AP exams. If you are completing this APSI for graduate credit, then a couple of specific, summative projects will be required. Projects could be some of the following:  modifying a lab to be inquiry, preparing an inquiry teaching unit, preparing a syllabus for audit, developing an inquiry activity, preparing 6-8 test questions or preparing a project approved by the instructor. 

Topics/events during the week COULD include any of the following as needed by the participants and as time permits:

  • Understanding the new lab program, performing around four of the NEW AP hands-on labs, and performing and developing inquiry learning activities for classroom use
  • Adapting some old test questions to be more like the newer questions on the redesigned AP Exam.
  • For new teachers: establishing an AP*-level lab program; examining the new AP* Chemistry curriculum and exam in detail
  • Developing an AP* Chemistry calendar/timeline and a syllabus for Audit approval
  • Learning how to score past AP Exams and using them to improve exam test scores.
  • Understanding the strategies and conceptual knowledge necessary for success on the AP Exam
  • Gaining a deeper understanding of some major content topics  from the AP* curriculum by addressing them via AP exam questions, problems, and related labs or demos
  • Reviewing some sample AP* exam questions and helpful hints for preparing students for the AP* test 

 

Ed. 627 - COMPUTER SCIENCE A FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Maria Litvin  

The course accommodates participants with different levels of familiarity with Java and OOP.  We will study classes and objects, constructors and methods, abstract classes and interfaces, inheritance and polymorphism, strings, 1D and 2D arrays and ArrayList, and other topics specified in the AP CS Course Description.  We will also work with the College Board’s AP Computer Science Labs, review the College Board's AP CS materials, including the multiple choice and free-response questions from past AP exams, and share techniques for teaching Java in high school.  We will discuss AP CS course syllabus, requirements and AP audit procedures.

 

Ed. 619 - ENGLISH LANGUAGE & COMPOSITION FOR TEACHERS OF ADVANCED PLACEMENT

Faculty:  Steve Klinge

During our AP Summer Institute, we will work with each of the main areas of the English Language exam—the multiple choice questions, synthesis essay, rhetorical analysis essay, and argument essay—and discuss ways to prepare our students with the skills they will need on the AP test. We will collaborate on strategies, practice test-taking, analyze readings and share best practices. We will place ourselves in the position of our students and then explore how we, as teachers, can guide them to success as writers, as thinkers, as close-readers, as test-takers. We will also discuss the scoring process for the test and review the current year’s Language exam essay questions. Readings will come from a variety of pre-20th century and 20th-century / contemporary sources; although the emphasis will be on non-fiction, we will discuss the use of poetry and other fiction within the Language course.

 

Ed. 603 - ENGLISH LITERATURE & COMPOSITION FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: SJ Miller 

This AP Literature and Composition workshop is a college/university level course that focuses on different genres, contexts, literary skills, and sociocultural issues in order to prepare students for the exam in May and to also teach beyond the exam—so as to help students conceptualize what English can mean in the larger context of their lives. Together, we will carefully and critically analyze literature; understand the way writers use language to provide meaning; consider a work’s structure, style, and themes as well as literary elements such as: figurative language, point of view, tone, diction, allusion, syntax, imagery, symbolism; study representative works from various genres and time periods (from the sixteenth century through contemporary times- poetry, prose, plays, short stories, young adult literature, film, TV, radio, music[hip-hop, punk, EMO, grunge, Indi-rock, country, rock]); apply different critical lenses to reading including but not limited to: classical/ancient, feminism, archetypal, cultural studies, formalism/new criticism, queer, postcolonialism, deconstruction, Marxism, psychoanalysis, structuralism/poststructuralism; study characterization and development; consider the social and historical values a work embodies and reflects; consider how ethnicity, social class, gender, sexual orientation, gender expression, national origin, disability, size (weight/height), and ability are reflected by literature; explore ways to write in different genres for different audiences and purposes including but not limited to: expository, analytic, rhetorical, and prose; engage, when possible, with multi-modal literacies, for reading, writing and presenting; reflect on the writing revision process as a way to help students become a more effective critic of one’s own writing; become a more effective communicator and thinker about reading and writing; and, discuss ways to prepare students for the college application process. Most of the week will be taught through constructivist (hands-on), culturally relevant, and liberatory pedagogies as teachers will be invited to discuss, engage, participate, reflect, share, question, probe, teach, re-teach, and push beyond where their current practices reside. The week will provide teachers with an overview of an AP curriculum, offer tools for immediate application to their practice, test taking practice and strategies for the essays and multiple choice sections, and provide essential networking opportunities with other AP experts in the field. 

 

Ed. 626 - ENVIRONMENTAL SCIENCE FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Jeanne Kaidy

In this session, participants will learn about the development and grading of the AP test, discuss and evaluate teaching resources, and experience several different kinds of lessons and student-centered experiences.  Participants will ultimately draft a comprehensive syllabus for a year-long AP Environmental Science course.  Much of the week will be spent in the field and in the lab, so that participants leave with a multitude of hands-on activities meant to facilitate student learning and develop critical analysis and problem solving abilities, fundamental skills necessary for this course.  Through designing experiments, engaging in inquiry-based activities, and collecting data in the field, students will understand how the process of science works.  Hands-on activities rather than lecture are the focus, and workshop activities will focus on resources available in every community; cemeteries, power plants, fields, forests, ponds, and school campuses are all rich resources of inquiry-based projects.  This course is appropriate for both new and experienced AP teachers.

 

Ed. 636 – EUROPEAN HISTORY FOR TEACHERS OF ADVANCED PLACEMENT 

Faculty: Shayne O'Connell

The Revised AP European History Exam 2016 will be introduced and explained and discussed at length.  Participants will have an opportunity to preview sample exam questions  and examine sample rubrics for these questions. Participants will explore the overview of the Curriculum Framework based on the Revised AP European Test:

Historical Thinking Skills will be introduced and discussed and will focus on the following Skills: Chronological Reasoning, Comparison and Contextualization, Crafting Historical Arguments from Historical Evidence and Historical Interpretation and Synthesis.

Thematic Learning Objectives, which are organized into five major themes: (1) Interaction of Europe and the World, (2) Poverty and Prosperity (3) Objective Knowledge and Subjective Visions, (4) States and Other Institutions of Power (5) Individual and Society, will be introduced and explored.

We will cover the Concept Outline, which is the required course content for each historical period. The Historical Periods in the Concept Outline will include key concepts, supporting concepts, and historical developments that are required knowledge for each period presented in the outline:  Period 1: c.1450 to c.1648     Period 2: c.1648 to c. 1815    Period3: c.1815 to c.1914    Period 4: c.1914 to the Present.

Since this is an APSI, the Agenda will also cover the importance of pacing, methods of essay writing and the use of literature, art and primary sources in the AP Curriculum.  Discussion of textbook selection and additional content specific materials to compliment the course is another aspect of the Institute. An overview of how best to use technology, how to review for the exam, what summer reading is suggested, and what post exam activities are available will also be discussed. As always in the APSI the sharing of "Best Teaching Practices" is another highlight of our week together.

 

Ed. 608 - FRENCH LANGUAGE & CULTURE FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Kately Demougeot 

The 2016 French APSI will concentrate completely on the newly redesigned exam and course alignment. Participants will examine the major themes that will drive the French AP curriculum along with the numerous sub-themes. Designing units of instruction will be an important part of the workshop as well as examining sample exam items. Developing a familiarity with the three modes of communication--interpersonal, interpretive, and presentational--will be a key factor in our work. Another feature of the workshop will be becoming proficient in interpreting achievement-level descriptions that will assist teachers in evaluating student work. We will become familiar with strategies to present various aspects of the target culture, including products (tools, books, music, laws, conventions, institutions); practices (patterns of social interactions); and perspectives (values, attitudes, assumptions). Time will be spent on integrating authentic materials and technology into our curriculum. We will also discuss the production of the new course audit. 

 

Ed. 623 - GERMAN LANGUAGE & CULTURE FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Katrina Griffin

This workshop provides participants detailed information about the current AP German Language and Culture exam.  Given the interpersonal, interpretive and presentational modes of communication, the presenter will navigate the participants through all six AP themes by modeling current advancements in the world language classroom.  The teacher of German today realizes the validity behind effective curricular progression, thereby allowing all students the benefits of the AP experience from the first year of instruction.  Authentic materials and assessment strategies all lead to meaningful and successful experience for the proficient speaker of German. 

 

Ed. 624 - HUMAN GEOGRAPHY FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Pamela Wolfe 

This course will provide an overview of the AP Human Geography curriculum and help teachers design their own course. Teachers will review lesson plans, resources, and websites for teaching each of the major topics covered in the AP Human Geography course, including geography, population, cultural patterns, the political organization of space, rural land use, industrialization, and cities. The course will focus on effective teaching strategies, learning activities and preparation for success on the AP exam. Participants will begin to develop their own course outline, syllabus, and assessment tools.

 

Ed.  628 - ITALIAN LANGUAGE & CULTURE

Faculty: Ida Wilder

This course gives participants an overview of the revised AP Italian Language and Culture Course.  Participants will examine the requirements of the course and exam, discuss classroom strategies and engage in a professional exchange of ideas. In addition, they will examine the components of the AP curriculum framework including: learning objectives, description of the expected student performance and themes.  They will discuss instructional design for the course that integrates cultural content into language lessons and connects the modes of communication in meaningful ways. Participants will also review AP teacher workshop material, including the course description, exam specification, and examples from various exams. Other highlights include: ideas for syllabus development, scoring many examples of student work from the 2016 exam with rubrics, becoming acquainted with the electronic media used to support AP teacher such as AP Central, AP Teacher Community and other useful websites.

 

Ed. 613 - MUSIC THEORY FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Joel Phillips

Music Theory for Teachers of Advanced Placement strongly emphasizes musical skill development and provides numerous strategies to help teachers prepare students to achieve their best. It features extensive and careful analysis of the AP curriculum as well as the examination’s content and scoring. Members will evaluate representative examples of available materials, especially those provided by the College Board, and participate in a variety of in-class activities, most of which are based in performance. Following the course people who have not taught AP music theory will be able to complete the course audit requirements. All participants, including experienced AP teachers, can expect to take away new ideas, insights, and greater confidence in their teaching.

 

Ed. 609- PHYSICS I FOR TEACHERS OF ADVANCED PLACEMENT

Questions on the AP Physics 1 exam probe a student’s understanding of the entire scientific process.  They don’t just predict an answer, but they must explain the reasoning behind the prediction, and discuss how that prediction would change as the conditions of the problem change.  And they don’t stop there:  they describe how they would set up an experiment to verify that prediction, how to analyze the data collected from such an experiment, how that experiment might turn out.  In other words, our students are expected to acquire and demonstrate the same skills that professional physicists use in their work.

In our AP summer institute, we will discuss in detail the content and structure of the AP Physics 1 exam.  More importantly, we will talk about how to teach students the physics skillsthat will be tested on the new exams, and which are useful at all levels of physics.  Participants who have already taught these courses for a year will have a chance to share ideas and activities that worked – or didn’t work – for them; those who are brand new to AP Physics 1 and 2 will leave with more materials than they could ever imagine.

The overarching goal of the week will be to communicate and share physics teaching ideas that, while focused on AP Physics 1, can be applied to any level of physics, including conceptual, Regents, AP Physics 1, and AP Physics C.  In particular, we will discuss:

·      Quantitative use of demonstrations… whenever students can be asked to predict the result of a demonstration, that demonstration has served a purpose beyond simply attention-grabbing.

·      Laboratory activities in the style of AP lab questions… we will perform two or three of these.  We will discuss how to create activities that are not only pedagogically valuable, but which also directly prepare the students for the types of exam questions they will face.

·      In- and out-of-class assignments and activities that bring students beyond focusing on an abstract answer.  We’ll talk about specific ideas that will help get students writing, communicating, and experimenting.

Further information about the ideas presented at the institute can be found at Greg’s physics teaching blog, jacobsphysics.blogspot.com.  

Ed. 620 - PSYCHOLOGY FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Katherine Minter

AP Psychology will focus on the knowledge and skills needed to build and maintain a successful program.   Particular emphasis will be on needs of the teachers new to AP Psychology.  We will review the updates to the College Board curriculum, AP Audit, various syllabi for one and two semester courses, sequence & pacing, textbook options, materials, and other important resources to help in the AP classroom.  Emphasis will be on nuts-and-bolts best-practices with plenty of time for questions and answers.  We will cover some content areas that are typically more difficult for students and teachers including neurophysiology/ biochemistry of behavior; research methods & statistics; and sensation & perception.  Successful classroom activities will be demonstrated, including draw-and-color activities and building brains from Play-doh.  Additionally, the recent AP Exam will be reviewed and “best practice” ideas will be shared.   Come ready to learn and leave energized and excited to be teaching AP Psychology!   

 

Ed. 632 – SPANISH LANGUAGE & CULTURE FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: George Watson

In this institute we will dissect the Curriculum Framework for the 2016 Spanish Language and Culture exam.  Participants will analyze the AP curricular themes and subthemes, learning objectives, achievement level descriptions, test questions, scoring rubrics, and student samples for the new exam. Our discussion of student performance will focus on three communicative modes:  interpretive, interpersonal, and presentational.  Additionally, we will discuss AP curriculum and syllabus development as well as the integration of culture (products, practices and perspectives) into all levels of an AP and Pre-AP program with a special emphasis on the use of technology and the arts to support curricular goals.  Finally, we will examine and share teaching strategies, instructional materials, and online resources to make our AP program vibrant, relevant, and successful.

 

Ed. 625 - SPANISH LITERATURE & CULTURE FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Maritza Sloan

The 2016 Spanish Literature and Culture Institute is designed to assist teachers in preparing and enhancing their AP Spanish Literature and Culture course and guiding students to a richer, deeper understanding of and appreciation for Spanish and Latin American literature. Although this workshop will address the full range of the course, major emphasis will be placed on using works from the Reading List to develop effective strategies that will urge learners to: a) relate content to historical, geopolitical, socioeconomic, and literary contexts, and understand the six course themes and their organizing concepts, b) use metacognition to improve reading comprehension, c) approach and interpret poetry, d) apply literary terminology, and e) write organized short responses and essays. Since an essential part of the institute will be the discussion of activities and strategies to enhance student performance on the various parts of the exam, including the listening, multiple-choice, and free-response sections, teachers who are new to the course are highly encouraged to review and familiarize themselves with the materials found on the College Board’s website for the AP Spanish Literature and Culture Course and particularly with the Course and Exam Description https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-spanish-literature-and-culture-course-and-exam-descriptions.pdf

Ed. 616 - STATISTICS FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Douglas Cashing  

This course is intended for AP Statistics teachers who feel uncertain about the content or the expectations of the course. We will discuss a variety of questions from previous exams, along with their scoring rubrics and some student solutions, as a spring-board for investigating the content and how to present it. There will also be discussions regarding the use of available technology in the course, available resources, test-taking strategies, and ideas for projects and activities. 

 

Ed. 612 - STUDIO ART FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Marc Schimsky 

Using a sample AP Studio Art Syllabus, this course will cover the structure of all three AP Studio Art Exam Portfolios with overviews of the Breadth and Concentration sections of the exams plus guidelines for organizing the Quality section. Then using sample AP scoring rubrics, the AP Studio Art scoring process will be reviewed. There will be two “standards settings," one for each of two sections of the Exam – the “Breadth” and the “Concentration”. These standards settings will give participants a fairly accurate sense of how AP Studio Art exams are actually scored by AP readers each year. Participants will also engage in a hands-on project to develop a scope of technical and conceptual strategies to meet the demands of the “Concentration Section” of the AP Art Exam. This simple project will provide participants with a tool to assist high school students to develop their own concentration themes. For this project, you will need to bring some art supplies with you to the APSI. A list of suggested art supplies will be provided. In addition, it is suggested that you bring a journal/sketchbook with you and an assortment of pens and/or pencils. Towards the middle of the week, there will be a “break-out” session where participants will share lessons and ideas to be used for the Breadth section of the Exams. In addition, there will be discussions on vertical teaming, critiquing techniques, and how to photograph art work.

 

Ed. 633 – U.S. HISTORY FOR TEACHERS OF ADVANCED PLACEMENT

Faculty: Robert Handy

This course, through lecture, discussion, and group activities, introduces the structure and content necessary for an effective Advanced Placement US History course within the guidelines of the new curriculum. It will analyze the component parts of the AP exam and suggest appropriate test-taking as well as testing strategies and ways to teach the course. Participants will learn how to review the analytical writing skills needed to address the document based question and the free response essay. We will grade and rank essays from previous AP exams using the criteria developed for the new US test. In addition, we will review resources that enable a teacher to bring the best techniques and approaches to the AP US history classroom.  In addition, assistance will be provided in the development of the new course syllabus required by The College Board.

 

Ed. 615 - U.S. GOVERNMENT & POLITICS FOR ADVANCED PLACEMENT

Faculty: Tony Dalasio

I believe that the goal of this Institute is to combine the pedagogy necessary to understand how to teach AP US Government and Politics to 11th and 12th graders with a practical understanding of what is expected of students on the AP US Govt. and Politics Exam  Participants who have completed the Institute will be well-prepared to develop a curriculum for an AP US Government and Politics course, be prepared to teach that course, and will have a familiarity with both the course and the AP test format so that their students will experience success in the course.  More importantly, they will also understand how to get this material across to 11th and 12th grade students. 

Course Objectives: Participants in this Institute will

  • Become familiar with the objectives of the AP US Government and Politics course.
  • Develop an understanding of the six content areas that are covered by the exam. 
  • Develop the ability to analyze Internet resources available for teaching the course.
  • Compare and contrast some of the resources available for the teaching of this course, and make decisions as to the materials that would best serve the needs of their students.
  • Complete a Unit Plan that can be used in teaching one of the six major units associated with the AP US Government and Politics course.

 

Ed. 639 – WORLD HISTORY FOR TEACHERS OF ADVANCED PLACEMENT (NEW EXAM 2017)

Faculty:  Mel Maskin

Designed to help both the beginner and experienced teacher to prepare for the first administration of the redesigned AP World Exam in May, 2017.  A cooperative learning environment is encouraged wherein we share supportive activities and materials that specifically target both the revised curriculum framework and exam. These materials will tie into specific learning objectives and content-related focus areas essential to the successful navigation of this highly interesting and challenging course.