Preparing Students for the AP Exam: Human Geography

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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
                            PROFESSIONAL STUDIES
                              GOUCHER COLLEGE
                             TEACHERS' INSTITUTE
                           2011 GOUCHER COLLEGE

                          Syllabus for
  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
                 e-mail: pkwolfe1435@rcn.com

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.

Course Objectives:
       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
the classroom
       4) to acquire some of the factual information needed to teach
European History

First Day a.m.--Class Logistics

Introductions
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"
      technology

Presentation: The Five Ideals of the Renaissance
Lecture, Essay-Writing, Reading and Discussion, -- other activities to make the class
       more interesting
        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
             Study Guides
       Presentation: Using Visuals in the Classroom
             Maps
             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
                    SOAPStone
                    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
            The Conclusion
            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
     Salon
     Immigration Project
     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 pkwolfe1435@rcn.com.)
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