U.S. HISTORY
Keith Wood
kwood@murrayschools.org
Keith has taught in private and public schools in Utah since 1974. He currently teaches Honors Sophomore English and AP* U. S. History. He taught introductory college writing at Salt Lake Community College for sixteen years as an adjunct instructor. He is a graduate of the University of Utah with a major in history and English and a M.Ed. in instructional technology from Utah State University. He was an on-site AP* reader 1999-2007 and is currently a distributed reader scoring short answer responses online. He has been a College Board faculty consultant since 2001.
4-day AP U. S. History Institute Agenda
AP* Seminars Silicon Valley
Please come to the institute with the following:
• A computer—notebook, tablet, PC or Mac. An essential part of this institute is to give you specific information about the online resources—content and assessment—that you will use in your course.
• A detailed calendar for the 2020-2021 year with holidays, testing dates, ends of term, etc.
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Day 1:
• Introductions & discussion about needs & concerns for new AP teachers and experienced AP teachers.
• Begin developing a course pacing guide by unit/topic to incorporate the full scope of the AP U. S. History course into your school’s academic calendar.
• Discussion of the AP Historical Thinking Skills and Reasoning that form the basis of the tasks on the AP history exams.
• Discussion of the topics (periodization) and themes in the CED.
• In depth discussion of how the course units are based on the historical thinking skills and the themes of the course.
• Begin developing a course pacing guide by unit/topic to incorporate the full scope of the AP U. S. History course into your school’s academic calendar.
• Discussion of the AP Historical Thinking Skills and Reasoning that form the basis of the tasks on the AP history exams.
• Discussion of the topics (periodization) and themes in the CED.
• In depth discussion of how the course units are based on the historical thinking skills and the themes of the course.
Day 2:
• Discussion of the Unit Guides structure content with suggestions linking them to essential course themes, skills, and reasoning processes.
• AP* classroom Personal Progress Checks are based on a paring of skill and topic.
• Discussion of different ways of effectively using AP Classroom throughout the course in a consistent way from student activation through all 9 periods of the course.
• Practice interpreting data within the Planning Report to identify student strengths and weaknesses and discuss implications for instruction.
• AP* classroom Personal Progress Checks are based on a paring of skill and topic.
• Discussion of different ways of effectively using AP Classroom throughout the course in a consistent way from student activation through all 9 periods of the course.
• Practice interpreting data within the Planning Report to identify student strengths and weaknesses and discuss implications for instruction.
Day 3:
• Discussion and practice applying the scoring guidelines from the most recent AP exam to samples of student work.
• Work time on unit development and pacing, individually and cooperatively.
• Discussion of instructional strategies and tools, in addition to AP Classroom, so that teachers can incorporate them in their lesson plans to teach the content and skills in the CED.
• Work time on unit development and pacing, individually and cooperatively.
• Discussion of instructional strategies and tools, in addition to AP Classroom, so that teachers can incorporate them in their lesson plans to teach the content and skills in the CED.
Day 4:
• Continuation of the discussion of instructional strategies and tools included in the CED.
• Discussion of the types of different materials that are being used or could be used to enhance historical thinking and skill development.
• Argument development discussion.
• Any and all topics not covered in the previous sessions.
