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 email 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

Palo Alto High School

50 Embarcadero Rd.

Palo Alto, CA 94301

U.S. GOVERNMENT & POLITICS (Online)

Maria Schmidt

meschmidt7@earthlink.net

Maria Schmidt was the Supervisor of Social Studies K-12 for the Westfield Public Schools in Westfield, N.J. She taught social studies at Westfield High School and authored the curriculum and initiated the law-related education courses and AP United States Government and Politics course there. She is an attorney, former adjunct professor of education at Seton Hall University, former trustee of the NJ State Bar Foundation and member of its Law-Related Education Committee. Dr. Schmidt has served as a Reader, Table Leader, and Question Leader at the annual scoring of the AP Government and Politics examination and currently serves as a consultant for the College Board, leading AP workshops and summer institutes throughout the United States. She has authored teacher’s guides for the teaching of the AP US Government and Politics course and, over the past several years, has worked with college textbook publishers in developing AP US Government and Politics teaching ancillaries for use with their U. S. Government and Politics textbooks and has reviewed and edited AP US Government and Politics test preparation materials.

2024 Distance Learning APSI – AP U.S. Government & Politics

Welcome to our 2024 Distance Learning AP Summer Institute in US Government and Politics. Our distance learning course will include both synchronous and asynchronous instruction each day and participants will have the opportunity to receive individual feedback and ask individual questions during virtual office hours that will also be scheduled each day.

This course will provide you with an overview of the basic structure, content, and skills necessary for an AP course in Government and Politics: United States. We will focus on the development of the course using the redesigned curriculum framework as well as the development of learning activities and teaching strategies for use with each of the big ideas, learning objectives, essential knowledge and skills included in the redesigned framework. Emphasis will be placed on using multiple resources in the teaching of the course as well as on developing the skills necessary for preparing students for success on the AP examination format. An analysis of AP examination questions will be included as well as a review of the standards for the grading of the exam. A major portion of the course is devoted to the development of units and lessons for an AP U.S. Government and Politics course by participants, including the learning activities and resources necessary for the implementation of such a course.

This course is suitable for teachers new to AP U. S. Government and Politics as well as those experienced in the teaching of the course. Teachers with experience in teaching this AP Course will review a variety of approaches to course structure, and they will gain numerous teaching strategies to add to their toolboxes. Teachers new to this AP Course will learn about the course requirements as well as various curriculum strategies and teaching techniques that will assist them in offering students a successful AP US Government and Politics course.

Please have the textbook that you will be using in your course (if that is known) available during our sessions as well as and any other materials you may be using in the teaching of your course. You should also have a copy of your 2024-2025 school calendar available for planning purposes. These will be used as you work to develop units and lessons aligned to the curriculum requirements in the Course and Exam Description.

Synchronous instruction will be delivered using Zoom. Additionally, my Canvas page will be shared and used to share additional materials and for asynchronous instruction. Some materials may be better utilized in print format so access to a printer during our sessions would be helpful.

U.S. Government & Politics AGENDA 2024

At the conclusion of this course participants will be able to:

• Design, plan and implement an AP U.S. Government and Politics course.
• Develop familiarity with the components and content of the Course and Exam Description (CED) and make connections to the Curricular Requirements.
• Develop a curriculum, including activities and assessments, for all units, topics and skills included in the course.
• Implement various instructional strategies and tools to teach the content and skills in the Course and Exam description and to prepare students for the AP exam.
• Devise or revise a syllabus to align with course requirements.
• Make equitable access and attention to diversity and inclusion a guiding principle in designing instruction.
• Develop familiarity with and utilize all the resources included in AP Classroom.
• Leverage the data in AP Classroom and interpret data within the Instructional
    Planning Report to identify student strengths and weaknesses and reflect on
    implications for instruction.

Day 1

Course Introduction

• Introductory Activity
• Diversity & Inclusion and Equity & Access
• Introduction to Curricular Requirements and Syllabus Development
• The Practice of Political Science: Development of Skills
• The Exam Format

The Course and Exam Description (CED)

• Course and Exam Description Binder

- Understanding the AP US Government Course
- Understanding the Unit Guides
- Spiraling and Scaffolding

• Applied Learning: The Political Science Research or Applied Civics Project

Day 2

AP Classroom & AP Daily

• Using the AP Classroom Resources

                 -AP Daily
                 -Topic Questions and Progress Checks
                 -Question Bank (Including Practice Exams)
                 -Interpreting Student Data

Instructional Resources

• The National Constitution Center’s Interactive Constitution
• Other Resources from the National Constitution Center
• Street Law Resources
• AP Central Resources and the AP Teacher Community
• Selection of Texts and Other Resources

Day 3

Strategies and Pedagogical Tools

• Tour of Instructional Approaches
• Reading and Analyzing Required Documents
• Analyzing and interpreting Visuals
• Connecting and Applying Concepts
• Analyzing Quantitative Data
• Analyzing and Comparing Supreme Court Cases
• Writing an Argument Essay Like a Political Scientist

Developing Unit Guides

• Introduction to Planning and Developing Unit Guides
• Planning and Developing Curriculum and Lessons for Selected Units

Day 4

The AP Exam

• Preparing Students for the Multiple-Choice and Free Response Questions
• Scoring the Exam

Unit Guides Presentations

• Participant Sharing Session of Unit Guides and Lessons for Units 1 – 5

Assess and Reflect

• Reflecting on Implications to Inform Future Instruction: Using the IPR (Instructional Planning Report) to identify student strengths and weaknesses.
• Final Questions
• Evaluations and Closure