AP Seminars

A. Payment by check

Checks should be made payable to AP Seminars Silicon Valley

2625 Swanson Way

Mountain View, CA 94040

So that we can correctly match payments to registrations, all mailed payments should be accompanied the Invoice/Transmittal Form. This form is not a registration form and does not substitute for the participant having filled out the Online Registration Form.

B. Payment by credit card (VISA, MasterCard, Discover, or American Express).

Payment by credit card can be made in one of two ways:

1. Use the Payment of Fees Form. This is a secure (locked) online form. Identifying information should be for the teacher, not the district (we need to be able to match this form up with the registration form). Use Item #8 to provide any additional information (such as who to contact with questions, etc.). Please do not fill out the Online Registration form for this purpose.

In order for the data to be transmitted correctly, it is very important that VISA, MasterCard, and Discover numbers be formatted as follows: ####-####-####-####. American Express should be formatted as follows: ####-######-#####. The date should be formatted as follows: MM_YY (no slash between MM and YY!)

2. Fax a copy of the Invoice/Transmittal Form to AP Seminars at 650-967-7388. There is space on that form to enter credit card information.

C. Payment by PayPal

Use the PayPal button below. Since the PayPal submission will have the district identifying information on it, please follow up your payment by notifying AP Seminars of the teacher for whom the payment is being made. The easiest way to do this is by e-mail to apseminars@comcast.net

Questions?: Contact Duane Hinders at 650-964-3082 or at apseminars@comcast.net.

AP* Art History

AP Seminars Silicon Valley Summer Institute 2016

Agenda for Pedagogy, Content, and Organization in a flexible presentation

1. Introductions:

• Who are we and what do we hope to gain from this week?

• Reflections on the new course: What just hit me?

2. AP Courses: rigor, empowerment, and future success for our students—

• Equity and Access,

• Promoting your course

3. Assignment for Day 4: Deepening understanding of the Indigenous Americas

4. Overviews: The Curriculum Framework & the class

• Depth vs. Breadth—facilitating skills and deep understanding

•Big Ideas & Essential questions
•Learning Objectives—what students do

•3 kinds of analysis—Formal, Contextual, Comparative

•The Image Set:

• Essential Knowledge and Enduring Understanding

• The content areas & percentages

• Using works outside the list

5. Nuts and Bolts—How do I start the year?

6. The AP test:

• The AP Art History Reading

• What did students bomb?

• Goodbye to the legacy Test

• The test: MCQ’s, FRQ’s, long essays

• APAH Practice Exam & sample questions

• Analyzing and writing new MCQ’s

• Analyzing and writing new FRQ’s

7. Structuring the class: Strategies for success

• Connecting works with Themes

• Vocabulary, Note-taking, & Organizers

• Reading assignments, Flipping the classroom

• Unit Tests—MCQ, essay, identification

• Developing Writing skills

• Student Research—Teach methodology!

• Preparing students for the Exam:

• Review, Themes/works, essay topics, and Timelines

8. Powerful Teaching: Engaging Students with Exciting Pedagogy

• Designing & Projecting Powerful Presentations: PPT

• How to ask good questions—practice with a work you know.

• Making Art History fun: Projects to engage student interest.

• Best Practices

• Work on individual Presentations

9. Syllabus Design, Sample Syllabi & Pacing Guides

• Syllabus Design & approval

• Planning a daily scheme of work

• Pacing the Year: 3 guides

10. Resources for teachers and students

• Advances through AP* & Online Community

• College Board Materials

• Using Technology

• Bibliography & websites

• Video/DVD/You Tube

•The Art Store Data base

11. Choosing a text: What makes one text better than another?

--content, context, media and techniques

• Gardner’s Art Through The Ages

• Marilyn Stokstad’s Art (online)

• Gateways to Art

• Exploring Art: A Global Perspective

• Laurie Schneider Adams: Art Across Time

1 2. Making Museum Visits Valuable: Successful Visits & Prompts

13. Post AP* test: Ideas for fun and learning

14. Final Day Presentations

15: Summing up, Evaluations and Goodbyes

Description of AP English Language Workshop

This workshop is designed for AP English Language and Composition teachers and will focus on methods for teaching synthesis, argument, and analysis of texts and visuals. Participants will work individually and in groups with AP multiple choice questions, free response essays, rhetorical analysis and non-fiction texts. From the session, participants will be able to create or enhance an AP Language Syllabus. We will also discuss the relationship of our AP* course to AP English Literature. A major focus will the new College Board resources and recent changes to the AP English Language and Composition Exam.

Technology

If you have a computer or tablet, please bring it. Although having technology access in the classroom is not required, past participants have stated that it is helpful. You will have access to a computer lab, and our class will have one session in the lab for exploring electronic resources on a provided flash drive.

Please read and bring The Lost City of the Monkey God and two editorials by your favorite journalist.

Proposed Syllabus

DAY 1

• Goals of Workshop, Introduction of Participants

• Course and Exam Description Binder

Binder Components:

The Course Skills chart

The Course at a Glance page

A Unit at a Glance page

A walk through of the first unit

The “Teaching the Course Skills” section of the “Instructional Approaches” tab

The Exam information

• College Board Equity Policy

• Overview of AP English Language and Composition Exam

Past five prompts

• Changes to AP English Language and Composition Exam for 2019

• New Instructional Resources (Opening August 1)

• Strategies for Developing Critical Thinkers

• Multiple-Choice Strategies, Group Analysis of Question Types

• Close Reading Strategies

• Introduction to Analysis/Analysis Menu

• Say/Does Analysis

• Holistic Scoring, 2018 Question 2, Rhetorical Analysis

• UBD Lesson Planning (Model: “Tomatoland”)

(Complete Lesson Development in evening)

Day 2

• Sharing of Lesson Plans

• Discussion of Writing Assignments (Creative, On Demand, Analysis, Research)

• Composition Tips, Diagnostic Portfolio, New College Board Scoring Guide and AP composition expectations

• New Six-Point Rubric

• Lego Activity

• Complete Discussion of 2018 Question 2, Rhetorical Analysis

• Strategies for Teaching Satire/Horatian or Juvenalian

• Group Work: Analyze Rhetorical Devices in a JFK Speech

• Lab Assignment: Enhance Classroom Instruction (Selecting Lessons/Resources for Your Classroom

Day 3

• Sharing of Lab Assignment

• Holistic Scoring, 2018 Question 3, Argument

• Strategies for Teaching Argumentation (Sharing of Editorials)

• Research Strategies

• Personal Progress Checks (New Resource)

• Discussion of The Lost City of the Monkey God and The Library Book

• Discussion of Handling the Paper Load

• Fall Registration Overview

Day 4

• 2018 Question 1, Synthesis Holistic Scoring

• Strategies for Teaching Synthesis

• Visual Rhetoric Resources and Strategies

• Work on Creating a New Lesson or Revising Syllabus

• Reflections and Seminar Evaluation

European History

AP European History Course Description

Attending this AP summer institute is a great chance to find out more about the latest updates to the AP European History course and exam and to examine new developments and new test samples from the most recent 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 are being updated for fall, 2019. 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.

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
• 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 most recent 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

What to Bring:

Please bring any materials you will be using to plan and teach your course (textbook, supplemental materials, etc.). You will also find it helpful to bring a laptop, since many of the materials we will be using in class will be found on an instructor-created google drive.

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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 latest AP 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 most recent AP 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

Susie Gerard

trgerard@comcast.net

My name is Susie Gerard. I have been teaching AP European History for Spokane Public Schools for over 35 years, both in the brick and mortar classroom at Lewis & Clark High School and in the virtual classroom for Spokane Virtual Learning. Currently, I am also the Secondary Social Studies Coordinator for Spokane Public Schools. 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 200 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 and the AP European History Instructional Design Team.

I was chosen as the 2018 Civics Educator of the Year by the League of Women Voters and the 1998 VFW teacher of the year, and I 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. 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.