Transcript Slide 1

Walton High School
APWH APSI
July 9 – July 12, 2012
Consultant: Sharon Cohen

Introductions

Preview the APWH Course and Examination

Review Equity and Access

Discuss Units 1 & 2

Practice strategies for the four historical thinking skills

Explore online resources

Analyze Practice Exam

Discuss audit requirements
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Seven Facts
About Me …
From your
point of view,
which one is
most
important?
I have been teaching world history
since 1993 and APWH since 2001.

Helped create the APWH tests from 2002 – 2006; and from
2012.

Helped revise the APWH Course Description.

Presented over 30 workshops and institutes in the U.S.,
Canada, Morocco, and France

Question Leader at the Reading in 2007 and 2008, and have
been a Table Leader since 2002.

Authored the current APWH Teacher’s Guide and editor for
the Special Focus book “Teaching Latin America and Africa
in the 20th century”.

Served on the APWH Audit Requirements Committee.
©2008 MCPS Social Studies revised Modern
World History course curriculum
Seven Facts
About Me …
From your
point of view,
which one is
the most
important?
Get ready to
play People
Bingo for a
special prize.
The College Board strongly
encourages educators to make
equitable access a guiding
principle for their AP programs by
giving all willing and academically
prepared students the opportunity
to participate in AP.
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
How can elements of the World History course
framework be implemented at lower grade
levels to prepare students for AP course work
and rigorous academics?

How might you collaborate with Pre-AP
teachers to ensure that students are learning
the skills and content knowledge that they will
need to arrive at the AP level prepared?
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Set goals: Identify the learning objective(s) you
want to focus on.
Describe acceptable performance: What will
students need to do to demonstrate a level of
proficiency that meets the learning objective(s)?
Design instruction: Identify a theme, select
materials that support the theme, and build
activities and formative assessments.
Assess progress toward goals: Evaluate
feedback from formative assessment.
Redirect instruction as needed.
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Using the Principles of
Instructional Design
for Less-Prepared Students,
Tab 2 (CED), p. 8
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Any questions so far?
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
Revised exam will continue to have both
multiple-choice and free-response questions
and use the same rubrics.

The multiple-choice questions will not incur a
guessing penalty and will have four answer
choices.
Revised Historical Periodization
Revised Historical
Periodization for APWH in 2011-2012
Revised
Weighting
Period 1: Technological and Environmental
Transformations,
to c. 600 BCE
5%
Period 2: Organization and Reorganization
of Human Societies, c. 600 BCE to c. 600 CE
Current APWH
Periodization
Current
Weighting
15%
Foundations: c.
8000 BCE600 CE
19-20%
Period 3: Regional and Transregional
Interactions, c. 600 CE to c. 1450
20%
600 CE to 1450
22%
Period 4: Global Interactions,
c. 1450 to c. 1750
20%
1450 to1750
19-20%
Period 5: Industrialization and Global
Integration, c. 1750 to c. 1900
20%
1750 to 1914
19-20%
Period 6: Accelerating Global Change and
Realignments, c. 1900 to present
20%
1914 to the present
19-20%
New AP History(s) Curriculum Framework –
A graphic representation (not in Handbook)
Content
Knowledge
Historical
Periods
Historical
Thinking Skills
Course
Themes
Crafting Historical
Arguments from
Historical Evidence
Chronological
Reasoning
Key
Concepts
Teacher designs
instruction to meet
the learning objectives
of the course
Comparison and
Contextualization
Historical
Interpretation
and Synthesis
 The new APWH Course is structured around the
investigation of five course themes and 19 key
concepts in six different chronological
periods, from approximately 8000 B.C.E. to the
present.
Activity, Part 1:
 Directions: Each group will work identify related
key concepts under one theme. Answer key on p. 78
Using Your Current Textbook, Tab 1, pp. 6 - 7
Discussion
 What do you find useful
about the framework for
organizing content?
 What
do you foresee as being
challenging?
The only Key Concepts that might be
missing from your textbook are:
6.1. Science and the Environment
6.3. New Conceptualizations of
Global Economy, Society, and
Culture
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• identify the skills and
knowledge the exam will assess
• recognize the types of tasks
and materials that students may
find challenging.
Tab 2,
p. 36
Tab
2,
p.53

Required versus illustrative examples
◦ Discuss question #62 (p. 31)
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Discuss questions:
◦
◦
◦
◦
◦
◦
◦
◦
#17 (p. 16)
#32-33 (p. 20)
#49 (p. 25)
#55 (p. 29)
#60 (p. 31)
#63 – 64 (p. 32)
#66 (p 32)
#67 (p. 33)
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Discuss questions:
◦
◦
◦
◦
◦
◦
#70 (p. 33)
#54 (p. 29)
#45-46 (p. 25)
#23 (p. 18)
#11 (p. 15)
#3 (p. 13)
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Discuss questions:
◦ #57 (p. 29)
◦ #37 (p. 22)
 Discuss
questions #:
◦#8 (p. 14)
◦#18 (p. 17)
◦#40 (p. 22)
◦#66 (p. 32)
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
For all free-response questions on the revised
exam students still will be required to:
 Include a thesis statement.
 Write essays in paragraph format.
 Support assertions with appropriate evidence.
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Directions:
1.
Pick one unit and determine how many
instructional days you have to teach the unit.
2.
Select the key concepts relevant to that unit
and pick the illustrative examples from the
content outline you will teach. Dare to Omit!
3.
Write objectives for the lessons, linking the key
concept, theme(s) and historical thinking
skill(s) you want your students to master.
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Key Concept
3.1 I A
Theme
Historical Thinking
Skill(s)
Lesson Objective
Instructional
Activity
Formative
Assessment
1 Interaction
between humans
and the
environment
2 Development
and interaction of
cultures
4 Creation,
expansion, and
interaction of
economic systems
• Historical
Argumentation
• Use of Evidence
• Contextualization
• Interpretation
• Synthesis
1. Students will
understand the
nature of
economic and
cultural
interaction along
the Silk Roads.
2. Students will
read and use as
evidence primary
sources and an
historical essay
3. Students will be
able to use
Internet and
other sources to
gather evidence
4. Students will be
able to
synthesize
information from
various sources
1. Lecture
(PowerPoint)
and discussion
of nature of
Silk Roads
2. Read David
Christian’s
“Silk Roads or
Steppe Roads”
3. Read The
Human
Record:
“Travel in the
Age of the Pax
Mongolica”
4. Internet and
library
research
Create firstperson account
of artifact
traded on Silk
Roads,
identifying
geographical
features (with a
map), cultures
and religions,
trade goods,
and
technologies of
trade
encountered
along the route
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Learning Objectives
Students will be able to
recognize the relationship of
geography and climate to
human migration, settlement,
and interaction, and to list
some causes and effects of
that relationship.
Instructional Activity/
Formative Assessment
List environmental reasons
for migration, e.g. climate
change.
Identify on a map gradual
peopling of the earth from
East Africa including
expansion into Eurasia, the
Americas, and Oceania.
Recognize archaeological and
linguistic evidence historians
use to date and trace these
migrations.
Identify one impact of mass
movements of pastoralist
nomads and migrations of
linguistic groups (e.g.,
Scythians, Aryan, IndoEuropean, and Semitic
groups).
Key Concept
Reference
KC 1.1
KC 1.1
Theme Reference
Skill
Reference
Causation
Periodization
1: Interaction
Between Humans
and the Environment
1: Interaction
Use of
Between Humans
Evidence
and the Environment
KC 1.1
1: Interaction
Interpretation
Between Humans
and the Environment
KC 1.1
1: Interaction
Causation
Between Humans
and the Environment
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
Resources on apcentral:
◦ AP Course and Exam
Description
◦ AP Curricular Requirements
◦ Syllabus Development Guide
◦ Four Sample Syllabi
◦ Example Textbook List
 The syllabus must include:
• college-level world history textbook
• primary sources: text, visual, data
• other secondary sources
• Student assignments engaged with themes, key concepts, and
historical thinking skills
• balanced global coverage
1.
Activity: Identifying Evidence
Directions
Work with a partner to examine the sample syllabi in
Tab 1, starting on page 82. Together, identify evidence
that shows how the syllabi meet the various curricular
requirements in the checklist.
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Discuss:


What will be the most challenging parts of the new
curriculum framework to display in your revised
syllabus?
Will you use the Checklist to Modify Your
Syllabus, Tab 1, p. 35?
2.
Activity: Use the Checklist to Modify
Your Syllabus, Tab 1, p. 35
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
What other questions do you have?
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Cohen book, p. 78
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BREAK TIME!
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