Preparing Students for the AP Exam: Human Geography
ED 515 (TI66) 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.
Preparing Students for the AP Exam: European History
ED 505 (TI76) Pamela Wolfe
This course will help teachers design an AP European History course and prepare their
students for the AP exam. Participants will review the content, themes and structure of
the AP European History curriculum and focus on effective teaching strategies and
learning activities that will lead to success on the exam. An analysis of the past AP
examinations will be included as well as discussion of rubrics and the grading of the free
response section. Participants will review the important aspects of each time period of the
AP European History curriculum, plan their own course syllabi, and create test questions
in line with the topics and themes of the course.
ROBERT S. WELCH CENTER FOR GRADUATE AND
2011 GOUCHER COLLEGE
ED505--Preparing Students for the AP Exam: European History
M-Th 8:30-4:00 and Fr 8:30 -1:00
Instructor: Pamela K. Wolfe
Required Texts: AP level textbooks will be provided by publishers. AP
Manual will be provided by the College Board.
Attendance Policy: Lateness or absence is not permitted.
1) to examine the format of the AP European History Exam and learn
the skills necessary to pass it
2) to be able to write and score AP Free Response and Document-
Based Essays (DBQs)
3) to use various methods of teaching and sources of information in
4) to acquire some of the factual information needed to teach
First Day a.m.--Class Logistics
What are your main concerns about the AP? What did you come here to learn?
Overview of Participant Packets: The AP Program and European History Exam
What type of students should take the AP? How to decide who gets in.
Teaching AP European History to a Diverse Population
Teaching AP to a Mixed AP/Non-AP Class
Strategies for Teaching AP to the Learning Disabled or Physically- Challenged Student
Summer Reading? To assign a novel or not: that is the question.
Scheduling: How to cover 700 years of history in 8 months or less.
Presentation: Plague, Schism and the 100 Years' War
First Day p.m.-- Using the Internet, PowerPoint, and other "new"
Presentation: The Five Ideals of the Renaissance
Lecture, Essay-Writing, Reading and Discussion, -- other activities to make the class
Films, Field Trips and the Internet
Projects, Debates, Mock Trials, Salons, etc--all those really fun things you
don't have time for and won't find in a college class anyway!
Textbooks and Primary Source Materials
Tests and Alternative Assessments
Assignment #1--Readings assigned from source books
Second Day a.m.--Free Response Essays
Group Discussion of Readings
Presentation: Using Graphic Organizers to Compare Luther & Calvin
How the AP Reading is Organized. How Readers are Trained. (Video)
Types of Free Response Questions: What have they asked in the past?
The Student's Most Important Analysis: What is the question asking exactly?
Hand out Old Free Response Questions for Interpretation Practice
Methods of Preparing Students for Free Response Questions
Question File Box
Presentation: Compare and Contrast Essays
The WWMS? Game
Holistic (or Wholistic) Grading of the Free Response Question
Practice on 2006 AP Test Questions
Second Day p.m.--Multiple Choice Questions
The Multiple Choice Question
Types of Questions
The Quote Question--Looking for Magic Words
Presentation: Using Visuals in the Classroom
Charts and Graphs
Posters and Cartoons
Art and Architecture
Presentation: A Comparison of Philip II, Louis IV and Frederick II
Assignment #2---- Read and plan out your answer to the following
DBQ Essay Question. Look at the documents and decide how
you would group them in your essay. (You need at least three
groups.) Try to find three examples of bias or point of view to
use in your essay. Write out your Thesis Statement. As you do
this assignment, take as much time as you need, but remember:
YOUR STUDENTS WILL HAVE ONLY 15 MINUTES TO PLAN OUT
THEIR DBQ ESSAY ON THE AP EXAM!!!
Third Day a.m.-- Teaching and Scoring the DBQ
Scoring "The Core"
Teaching your students to write and score DBQ Essays
First and Foremost--Answering the Question
Methods of Teaching Document Analysis
The 5 W's
Organization of the Essay Comes First!!!
Discussion of DBQ Assignment
Grouping the Documents--"The Shoe Game"
It's Not English Class-- Defining POV as Bias
Writing the Thesis Sentence-- You may not simply rewrite the question.
Writing Topic Sentences for each Paragraph
Linking paragraphs-- Transition sentences
What to avoid: Laundry Lists
Too many quotes or Paraphrases
Paragraphs that start off with a document
Firstly, Secondly, Thirdly, In conclusion
Having kids write their own DBQs-- yes or no?
Practice Scoring the 2006 DBQ
Presentation: The Medieval World View, the Scientific Revolution
and the Enlightenment
Third Day p.m.--The Important 19th Century
Presentation: Nationalism--Greek DBQ
Presentation: The Industrial Revolution--Manchester DBQ
Assignment #3-- Readings from source books on the Problems of
the Workers, Utopian, Marxist and Revisionist Socialism,
Anarchism and Syndicalism for group discussion tomorrow.
Fourth Day a.m. --Simulation of Workers' Rally
Group Discussion of Readings and Simulation
Presentation: Women and Gender Issues
Presentation: Art History in the AP Euro Classroom
Fourth Day p.m.-- Field Trip to the Walters Art Gallery
Handout: Sample Art Gallery Worksheet
Assignment #4-- Construct an Art Gallery worksheet for
students. Find examples of the various time-periods of art
discussed in class as well as some of the ideals of the times.
Fifth Day a.m.-- What to do after the AP is over
Presentation: Totalitarianism--Comparing Mussolini, Hitler and Stalin
Presentation: The Cold War and the Fall of Communism
Presentation: Military History Through Film
Manor House/ Dinner Party Project
The Kevin Bacon Game
Discussion of Participant ideas for Lesson Plan Assignment
Final Assignment--Construct a Unit of Lesson Plans-- one weeks-
worth or more, ending with an assessment (test, essay, project,
etc.)-- to be used with your class next year, using the
ideas/techniques discussed during the week. (Finished Lesson
plan and assessment you would use with your students should be
e-mailed to Instructor by July 22 at email@example.com.)
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