European History

AP European History Course Description 
   
Attending this AP* summer institute is a great chance to find out more about the redesigned AP* European History course and exam and to examine new developments and new test samples from the 2018 AP* exam.  This course will provide many ideas for organizing and teaching the newly designed course and will help you prepare to teach the curricular, thematic, and skill components that were updated in the fall of 2017.  This institute will provide many resources to help both experienced and new teachers confidently teach a course in AP* European history and meet the College Board* Course and Exam Requirements. Time will be spent making sure that all teachers are ready to prepare their students for success on the curriculum and exam, with the latest released College Board materials being examined. ased College Board* materials being examined.
   
The following are some of the goals for the week:
 
1.  To understand some of the basic elements involved with teaching the AP European History course:
 
• AP* European History Curriculum, Themes, and Skills
• Understanding the Course Requirements
• Mapping out the Year—Pacing and the AP European History Course
ª The AP* Audit
• Test Taking Strategies
• Document Based Question Writing
• Long Essay Writing
• Stimulus Based Multiple Choice Questions 
• Short Answer Questions
• Student Enrollment
• Textbook Selection
• Supplemental Readers
• Resources
• Test Development
• Equity and Access
  
2. To understand the content and structure of the AP* European History exam, and to develop appropriate strategies for maximizing student scores and to examine ways to provide students with the analytical skills and factual knowledge necessary to deal critically with the content, skills, and materials in AP* European History.

3. To achieve an understanding of necessary course content for the course curriculum and exam by looking at sample questions provided by the College Board, samples from the 2018 AP reading, and analyzing the rubrics for all parts of the exam.

4. To examine a variety of ways to structure the course so that students will be prepared to score well on the AP* exam.

5. To acquire many resources from the instructor and from other participants to help make the teaching of the course more manageable. These will include:

• Sample test questions for the exam provided by the College Board
• Available samples from the 2018 AP Reading
• College Board information concerning the themes and skills in AP European History
• Long Essay Rubrics
• Document Based Question Rubrics
• Instructional Handouts
• Instructor-prepared Power Point presentations for review and other Classroom Resources
• Publishers’ Textbooks and any Supplemental Materials that they provide
• Materials provided by College Board
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Daily Summer Institute Schedule
 
Day 1:
  
•    What's New in AP* European History?  Curriculum, Acorn Book, Curriculum Changes
•    Exploring the AP *European History Required Course Themes
•    Exploring the AP* European History Required Course Skills
•    Exploring the AP* European History Content Requirements
•    Exploring the AP *Exam Content/Format: Overview of available practice test materials (Multiple Choice, Short Answer, and Essay sections)
•    Skills and Content: What do students need to know to be successful on the new AP* exam?
•    The New Stimulus-based Multiple Choice Section of the AP* Exam
•    Multiple Choice Strategies for Students
•    Internet Resources
•    Reading Strategies for Students
 
Day 2:
 
•    Document Based Question Writing Activities and Strategies
•    Document Analysis (SOAPS and APPARTS), Authorship, and Attribution
•    Grading of the DBQ: Using the New Core Scoring Rubric—What do students need to do to write a successful DBQ?
•    Grading of DBQ Samples from the 2018 exam
•    Strategies for Teaching Historical Context, Intended Audience, Purpose, and Point of View
•    Contextualization
•    Internet Document Archives
•    Converting “Old” DBQs into the “New” DBQ
•    Strategies for Analysis of Visual Sources
 
Day 3:    

•    More work on the DBQ (if needed)
•    Grading of the Long Essay Questions: Using the LEQ Core Scoring Rubric—What do students need to do to write a successful Long Essay?
•    Grading of Long Essay Samples from the 2018 exam
•    Strategies and Activities for Teaching the Long Essay 
•    Thesis Writing Strategies
•    Building an Argument: Strategies for Students
•    Grading of the Short Answer Questions:  What do students need to do to be successful on the Short Answer Questions?
•    Curriculum ideas: films, literature, documents, simulations, etc.
•    Supplemental materials: books, primary sources, etc.
•    Unit Development:  Development of Units that include the New Themes/Skills/Content Requirements and the New Types of Exam Questions
  
  Day 4:  

•    Mapping out your school year:  How to cover the necessary skills and content by May
•    Hub Dates
•    Choosing a Textbook
•    More Reading and Critical Thinking Strategies for Students
•    Creative Ideas for Teaching AP European History
•    Sharing of Developed Units and Exam Questions 
•    Roundtable of Best Ideas
•    Equity in AP*
•    Questions/Answers
 
My name is Susie Gerard.  After teaching AP European History at Lewis and Clark high school for 32 years, I am currently the Social Studies Coordinator for Spokane Public Schools.  I am also teaching AP history classes which I have designed for Spokane Virtual Learning.  I graduated with a degree in History from the honors program at Gonzaga University in 1984 and earned a MAT in education and history in 1987. Since that time, I have earned over 150 quarter hours in my subject area. I have been a reader of AP European history exams since 1996 and over the years have been a question leader, a table leader, and a sample selector. I am a College Board endorsed presenter and have taught AP workshops and summer institutes since 1998.  Currently I am a member of the AP European History Test Development Committee.
Susie Gerard
trgerard@comcast.net
I was chosen as the 1998 VFW teacher of the year and received an award from the Stratmore Foundation for educational leadership in the field of history in 2000. In 2001, I received a Gates Foundation Teacher Leadership Grant which provided me with a computer lab and projection system for my classroom. In 2004, I received the Spokane Public Schools Distinguished Teacher Award. I also received a Spokane Public Schools Equity Award for promoting racial and cultural equity and for encouraging more students to challenge themselves in AP classes at my school. In 2007, I earned my National Board Professional Teaching certification in adolescent and young adult history/social studies and renewed it in 2016. I recently received several Microsoft Corporation Peer Coaching grants and a Microsoft Innovative Educator grant, and I serve as a technology mentor for my district in the field of curriculum development. I am currently teaching and developing several online courses through my district’s virtual learning program. Over the years, I have written curriculum modules for College Board, along with teachers’ manuals and review guides for several publishers.
I enjoy reading, fishing, hiking, and music and am very involved in family activities with my husband and family.