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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  

Faculty: Yu Bong Ko 

This online Manhattan College AP Summer Institute Art History workshop will focus on preparing, sustaining and teaching the redesigned curriculum, while reflecting on the lessons learned and anticipating the road ahead for maximizing student success.  Whether you are experienced or new to teaching the course, together we will acquire fresh and insightful ideas and model best teaching practices to immediately promote active student-centered learning both in and out of the classroom. Your instructor for the AP Art History session is one of the authors of the redesigned curriculum that was implemented in 2015 and updated in 2019. The instructor’s knowledge further includes 11 years of service on the College Board’s Test Development Committee along with 22 consecutive years of scoring the AP Examination in Art History. 

Workshop Goals/Objectives:

    • Acquire familiarity with the newly updated Course and Exam Description (CED) that organizes AP Art History into 10 commonly taught units – 1 for each of the 10 content areas.
    • Understand the course framework that defines specific Art Historical Thinking Skills, Big Ideas, and Learning Objectives and how they are tied to specific Enduring Understandings and Essential Knowledge statements.
    • Develop a fundamental understanding of the standardized free response section of the exam that uses a stable analytic rubric, as well as performance tasks that are defined for students.
    • Provide insights into how the AP Examination Readings are conducted, including identifying and explaining how course content and skills are assessed on the exam. Participants will be able to practice applying the scoring guidelines from the recent AP exams to samples of student works.
    • Develop a pacing guide by unit/topic to incorporate the full scope of the AP course into school’s academic calendar.
    • Walk-away with ready-to-use strategies and pedagogical tools shared by experienced teachers within the AP community.
    • Incorporate a wide array of reading, writing and review practices consistent with educational philosophy concerning approaches to teaching of AP Art History.
    • Practice “culturally responsive teaching” while making Art History relevant to students as a course in high school. .
    • Recognize and obtain the most effective resources materials from texts, readers, online sources and other multi-media platforms.
    • Know about AP Audit protocols for the coming year.

In addition, teachers will complete a digital activation process to access AP Art History Classroom Resources provided by the College Board: AP Classroom, Unit Guides, Personal Progress Check, Progress Dashboard, AP Question Bank. Please follow the link to the College Board’s AP Central Art History to learn more:

https://apcentral.collegeboard.org/courses/ap-art-history/course

Ed. 630 - BIOLOGY 

Faculty: Erol Altug

This course is designed for both teachers who are new to teaching AP
Biology as well as experienced teachers, who are looking for
information about the changes in curriculum and the wealth of new
resources that unfolded in 2019-2020. The course will focus on the
following: 1) the foundation of AP Biology as articulated in the
Curriculum Framework (the four Big Ideas, six Science Practices, etc.),
2) Inquiry-based lab instruction, and 3) helping students be more
successful on the AP Biology Exam.

Throughout the course, participants will learn about the exciting
changes The College Board have made available in student course
enrollment, formative and summative assessments, laboratory ideas,
and the abudance of resources that are now available for teachers and
their students. In addition, participants will be exposed to many of the
resources available to you from publishers, science supplies, research
institutions, and online. Participants will receive a binder containing the new AP Biology Course and Exam Description (CED), which is also accessible online:
https://apcentral.collegeboard.org/pdf/ap-biology-course-and-exam-
description-0.pdf

Each participant will briefly share a “best practice” idea during the week
of a favorite activity or demonstration. Participants should bring a laptop
computer or tablet device with them. All laboratory equipment and other
materials will be provided.Those participants who are new to AP Biology and are taking this course for graduate credit at Manhattan College, will develop a course syllabus based on the new curriculum standards. Those teachers who
have already successfully submitted an AP Biology audit syllabus for
the new program will develop a unit based around the new curriculum.

 

Ed. 637 - CALCULUS AB 

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 

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. Teaching strategies directed towards approach, activities, time frame, and assignments will be developed. A multi-representational approach will be used throughout, looking at concepts symbolically, graphically, numerically, and verbally. The role of the graphing calculator as a powerful instrument for enriching and enhancing the study of calculus will be explored, and a substantial collection of student-ready activities will be distributed. Current textbooks related to the new technology will be available for participants to examine.  Assessment strategies and AP Exam preparation 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 should bring a graphing calculator.

Ed. 631 - CHEMISTRY 

Faculty: Mark Langella

This methodology course surveys the basic structure and content necessary for teaching an Advanced Placement Chemistry course. Chemistry topics such as equilibrium, kinetics, and “how to” problem solving are presented.  Class size, student selection, textbooks and labs are also addressed. Special attention is paid to teaching strategies, the AP exam and its grading. Some lab experiments suitable for AP classes are incorporated into the course. Participants receive examples of past AP exams, appropriate tests, worksheets and lab experiments.

This  institute will provide an opportunity for high school AP Chemistry teachers to observe significant teaching demonstrations, perform experimental procedures using computer interfaced equipment, and to review with presenters a variety of topics covered in AP Chemistry. Teachers will have the opportunity to discuss the methodology of converting typical cookbook labs into a guided inquiry labs.

Participants will have the opportunity to perform several lab exercises that align with the College Board redesign. Best practices will be discussed.  For each of the labs AP published related Labs will be provided and reviewed. Information about the requirements for the AP Chemistry Course Audit will be shared.


Ed. 627 - COMPUTER SCIENCE A 

Faculty: Maria Litvin  

The course accommodates participants with different levels of familiarity with Java and OOP.  We will study the material of all 10 Units in the latest Course and Exam Description (CED), including arithmetic, decisions (if statements), iterations (loops), strings, classes and objects, constructors and methods, inheritance and polymorphism, 1D and 2D arrays and ArrayList, searching and sorting, and recursion. We will discuss the College Board’s course audit process, work with the College Board's exemplar labs and AP Classroom, including the multiple-choice and free-response questions from past exams, and share techniques for teaching Java in high school.

 

Ed. 619 - ENGLISH LANGUAGE & COMPOSITION

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 

Faculty: Paul Cunningham

The AP English Literature course and exam ask students to engage meaningfully with a variety of literature, spanning centuries, genres, and voices.  To that end, our workshop will tackle both creating a vibrant class and preparing your students for the test.  Participants can expect hands-on and relevant work that will enhance what they already are doing.  Participants will share texts, lesson plans, assignments, and prompts that have worked in the past with an eye to strengthen course syllabi and tweak the day-to-day activities.  Our course will also strive to strike a balance between giving the canon its due, but also bringing in newer, fresher material to engage students. We will also examine the role of supplementary texts and the possibilities with literary theory, when appropriate. When we look at the AP Lit exam, we will review multiple choice teaching strategies, essay prompt analysis, and strong writing criteria and rubric creation.  With recent changes to the AP exam and course description, we will review the new writing rubrics and discuss syllabus suggestions.  Participants will leave having reflected on their students, school, and class, and having worked to bring exciting and challenging material to school in the fall.

 

Ed. 626 - ENVIRONMENTAL SCIENCE

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 

Faculty: Katie Landsea

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 

Faculty: Deanna Scheffer

The 2021 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 

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 

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, as well as the requirements, of the AP Italian Language and Culture Course and exam. Participants will also learn about 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 necessary AP material, such as course description, exam specification, and student examples from various exams. Other highlights include: ideas for syllabus development and the opportunity to score student work from the 2018 exam with rubrics. Finally, participants will become acquainted with the electronic media used to support AP teacher such as AP Central, AP Teacher Community and many, many useful websites.

 

Ed. 641-MACRO/MICROECONOMICS

Faculty: Theresa Fischer

This is a five day workshop structured to support teachers, both those new to this material and veterans with AP® Economics. We will cover both courses in Microeconomics and Macroeconomics during the time we have together at Manhattan College. It should be noted that this is a summer institute and not a full course in either of these areas.

We will cover a wide variety of content, methodology and assessments while focusing on student-centered learning. Attending teachers will be expected to work together with others in the class and are encouraged to bring samples of their work, tests and materials to share as well. A major portion of our workshop will be devoted to planning for your year to come and working with sample materials from the AP® exams. Teachers will also have the opportunity to share a variety of textbook resources to help support their classroom experiences.

Ed. 613 - MUSIC THEORY 

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. 634- PHYSICS I 

Faculty: Barry Panas

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.

Ed. 620 - PSYCHOLOGY 

Faculty: Jessica Flitter

This workshop is designed for both new and experienced AP® Psychology instructors and will include review of course content, planning, and a variety of teacher resources, strategies, and assessments. It will assist you in building a solid foundation of knowledge and skills for a high-interest and successful AP© Psychology course in your school’s specific academic schedule and setting.

 By attending this institute, you will gain a deeper understanding of the course content, planning the course, teaching the course, assessing student progress, and engaging as a member of the AP Community. Individualized activities will be provided for both new and experienced teachers to navigate through the latest updates in the CED (Course and Examination Description), AP® Audit, and AP® Classroom. There will be opportunities to explore how to use instructional planning reports, unit guides, personal progress checks, and the AP question bank. New teachers will be provided time to review various syllabi for a semester or year-long course, sequence & pacing, and textbook options.

 Another focus of the institute will be on helping students acquire the test-taking skills they need to be successful on the AP® Psychology Exam. Instructors will be exposed to previously released exams and we will evaluate strategies for preparing students. Particular attention will be devoted to understanding how the free-response questions are graded and learning simple and effective teaching strategies for writing and scoring these types of questions.  Each of the nine content areas of the course will be addressed and participants will be provided with materials to enhance their course including demonstrations, critical thinking exercises, and assessments. Projects that build content and enhance scientific skills will also be examined. An emphasis will be placed on bringing difficult content to life for students and helping instructors with content assistance in those difficult to teach areas of the course.

This interactive course will assist teachers in gaining the content and skills to allow for both teacher and student success. Instructors will be encouraged to ask questions and share ideas. It will be a week of professional development focused on building meaningful connections within the AP Community and adding to your “tool box” of best practices. You will be provided with activities and strategies that can be implemented in your classroom immediately. Come ready to learn and leave energized to be teaching AP© Psychology!   

Ed. 632 – SPANISH LANGUAGE & CULTURE

Faculty: Maritza Sloan

In this institute we will dissect the Curriculum Framework for the 2019 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 

Faculty: Monica Friedmann

During this AP Spanish Literature and Culture training, you will explore the course framework, the exam, and the new AP resources that will help you plan and focus instruction—and give you feedback throughout the year on the areas where individual students need additional focus. You’ll also learn about completing the digital activation process at the start of the school year that will give you immediate access to the new resources and will help ensure that your students can register for AP Exams by the new fall deadlines. By attending this APSI, you will gain deeper insight into the following key takeaways, among several others: Understanding the Course; Planning the Course; Teaching the Course; and Assessing Student Progress and Understanding. In addition, specific attention will be paid to the following AP Classroom resources: unit guides, personal progress checks, and the AP question bank.

Ed. 616 - STATISTICS

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 - ART AND DESIGN (formerly STUDIO ART)

Faculty: Joann Winkler 

The objective of this course is to provide both new and experienced AP® Art and Design teachers with an understanding of the requirements of the UPDATED course and portfolios. This course is designed to assist high school teachers of AP® Art and Design in understanding, planning, and teaching the course while assessing student progress.  The goal is preparing students to successfully develop their portfolios. The rubrics for each section of the three portfolios will be reviewed and by the end of the session, teachers will be more effective in evaluating their students’ work and assisting them in achieving higher AP® scores.

An emphasis will be placed on ideation and strategies for assisting students in the selection of Sustained Investigation topics that are viable and inventive. Studio sessions will be dedicated to the development of a mini investigation, using action research, inquiry and exploration. Participants will engage in the same kind of creative problem solving that they will ask of their students.

The format of the Institute will include informal lectures, digital presentations and studio activities. All participants will be encouraged to share best practices and some exercises will be completed in small groups. Group critiques and activities will be conducted with an emphasis on process and the development of a theme or idea that can generate continued investigation. Participants should be prepared to share their innovative approaches with other workshop members. Museum experience will provide curriculum ideas and add strategies to enhancing student artwork. 

Participants can expect to:

  • Engage in inquiry and investigation through practice, experimentation, revision and reflection,
  • Investigate themes from Contemporary Art to inspire curriculum,
  • Collaborate with studio and seminar sessions structured to address the use of contemporary art practices,
  • Develop ideation for the Sustained Investigation that can support investigative research about an artistic concern,
  • Create art to support the research based inquiry into a mini investigation
  • Develop sketchbook and process strategies,
  • Select art for the Selected Works section,
  • Share strategies for portfolio development with hands-on approaches to work,
  • Review the UPDATED rubrics and use to score portfolios through mock readings
  • Museum or gallery exercises (subject to availability)

Participants are encouraged to bring their laptops, flash drives, sketchbooks, and favorite media to support art-making in the 2D, 3D or Drawing portfolio.  If possible bring utensils to cut and adhesives of choice in addition to collage making materials.

 

Ed. 633 – U.S. HISTORY 

Faculty: Scott Horton

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 redesigned curriculum. It will analyze the component parts of the AP exam and suggest appropriate test-taking strategies and methods of incorporating reasoning skills and disciplinary practices necessary to teach the redesigned course. Participants will learn how to review the analytical writing skills needed for success on the exam as well as ways to embed those skills in the teaching of the course. We will evaluate essays from previous AP exams using the criteria developed in the redesigned rubric. In addition, we will review resources that enable a teacher to bring the best techniques and approaches to the AP US history classroom.  Finally, assistance will be provided in the development of the new course syllabus required by The College Board as well as developing an appropriate pacing guide for the course.

 

Ed. 640 - U.S. GOVERNMENT & POLITICS 

Faculty: Tony Dalasio

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 in light of the changes that are being implemented by College Board for the 2018-19 course and exam.  Participants who have completed the Institute will be well-prepared to develop a curriculum for an AP US Government and Politics course that addresses the changes that have been made to the 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. 
The changes made by College Board in the 2018 AP US Government and Politics Course and Exam are a major departure from the previous course and exam.  The course has been  improved in a variety of ways:
- More room for teachers to cultivate student understanding.  The topic outline for the current course will be replaced by a content outline: a focused, detailed description of content that may appear on the AP Exam. This will save teachers from rapid, superficial content coverage, enabling them to spend more time helping students understand key topics in depth.
- More focus on what students should be able to do with the knowledge they develop. The curriculum framework defines a set of political science skills and practices that will require students to analyze, compare, interpret, and communicate political information—the same skills and practices that college and university faculty expect students to have after completing the equivalent college course.
- More emphasis on the U.S. founding documents and other primary sources. A specified set of 19 Supreme Court cases and 9 foundational documents—including the Declaration of Independence and the Constitution—will now be required study. For each required Supreme Court case, the National Constitution Center will publish articles for students showing both sides, where there was bipartisan agreement, and where there were differences.
- More emphasis on applied learning. Students will complete a research project or investigation relating a political problem or current issue to the course content.
Course Objectives: Participants in this Institute will:
- Become familiar with the revised format of the AP US Government and Politics course and exam.
- Develop an understanding of the content areas that are covered by the exam, including the nine basic documents and 19 Supreme Court cases. 
- 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.

 

Ed. 639 – WORLD HISTORY 

Faculty:  Kit Wainer

This institute will focus on teaching both skills and content and it is driven by the belief that both can be done at the same time. We will discuss specific ways of teaching writing and participants will get lesson ideas for how to teach argument development. Additionally, participants will get to see how AP exam essays are graded and how the rubrics are interpreted. Finally, participants will be given ample time to plan their course so that they can leave the institute with a realistic timeline.