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BRAD BRIGGINS The presenter was very knowledgeable, used good student engagement skills, and was very passionate about participants being prepared to implement an AP program." - Marin By The Bay participant |
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Hello. My name is Brad Biggers and I am looking forward to our time together at the AP United States History Summer Institute. During the school year, I love teaching the APUSH course to my students. In the summer, I always appreciate the opportunity to work alongside other teachers as we learn to better support our students!
I have been teaching a combination of AP US History, Dual Credit US History, and AP World History for the past 20 years at Wimberley High School in central Texas. I have a Bachelor of Arts degree in History from the University of Texas at Austin and a Master of Arts degree in History from Texas State University. Beyond the classroom, I serve as the Social Studies Department Head on my campus and the Faculty Advisor for our chapter of the National Honor Society. I have also coached several sports in my career, including cross-country, soccer, and track and field and served for years as the coach for our school’s academic competition teams in Social Studies and Current Events through the University Interscholastic League.
Since 2014, I have served as a reader (grader) for AP World History and more recently for AP US History. This experience has been vital to my own development as a teacher, and I look forward to it annually. Over the years, I have made it a priority to continue to improve my instructional methods by attending AP Summer Institute and other professional development events. Now that I am serving as a professional learning consultant for the College Board, I take my responsibility very seriously to ensure that your experience at this professional development workshop is beneficial and supportive. I enjoy learning new ways to connect the course content with the lives and experiences of my students and I look forward to helping you do the same during our time together.
COURSE DESCRIPTION The AP Summer Institute for United States History is designed to assist both new and experienced teachers. Together, we will explore the course framework, the exam format and scoring rubrics, and the numerous AP resources available to plan and focus instruction. Attendees will come away with an understanding of the nine units of study and some helpful tools to teach historical thinking skills along with five centuries of content knowledge. Our time together will consist of direct instruction combined with small group work, discussions, individual work, and Q & A. We will focus on the utilization of AP Classroom resources, including unit guides, personal progress checks, topic questions, and the question bank for assessments. After this introduction, attendees will practice assigning and assessing multiple choice and free-response questions using AP Classroom. Please note that the week’s agenda may change based on the needs of the participants.
WHAT PARTICIPANTS SHOULD BRING (if available)
● Your school calendar for the next academic year
● A monthly academic calendar with squares to enter information (PDFcalendar.com has a good one)
● The AP US History Course and Exam Description (CED)
○ apcentral.collegeboard.org/media/pdf/ap-us-history-course-and-exam-description .pdf
● Note taking materials
● A digital or physical copy of your textbook and primary source reader
AGENDA
DAY 1: Course Introduction and Overview, Introduction to the AP Exam, the AP Exam: MCQ Section, and Lesson Planning
● Welcome and Introductions
● Goals of Our Week Together
● The AP US History Course
○ Exploration of the Course and Exam Description
○ Curricular Requirements Overview
● The AP US History Exam: A Brief Overview
○ The FRQ from Last Year’s Exam
○ MCQ Practice Exam Sampler
○ Understanding the AP Composite Score
● Historical Thinking Skills, Reasoning Processes, and Themes
● Lesson Planning: Content Coverage vs. Skill Building
○ Favorite Lessons (Consultant and Participants)
● The AP US History Exam: MCQ Section
○ Sample Questions and Teaching Strategies
○ Using Primary and Secondary Sources to Write MCQ
○ Claims, Arguments, and Evidence
● Building a Thriving AP Culture
● Expanding AP Opportunities on Your Campus
○ The College Board’s Expanding AP Opportunities Policy Statement
● Q & A Discussion
● Exit Ticket: KWEL
DAY 2: AP Classroom: PPC, the AP Exam: SAQ Section, Primary Sources, and Historical Thinking Skills
● Review of Yesterday
● AP Classroom: Personal Progress Checks
● Course Pacing with Calendar (Part One)
○ Big Picture Thinking
● Historical Thinking Skills: Causation
● Primary Sources for Content Coverage and Skill Building
● Short Answer Questions (SAQ): Strategies and Samples
○ Using Primary and Secondary Sources to Write SAQ
○ Strategies for Students
○ Sample Scoring and Discussion
● Textbook Options
○ How to Encourage Reading and Retention Strategies
● Course Pacing with Calendar (Part Two)
● Excellent Resources for APUSH: From YouTube to OER
● Q & A Discussion
● Exit Ticket: KWEL
DAY 3: AP Classroom: Test Creation, Creation of Syllabus, the AP Exam: the DBQ, Secondary Sources, and Historical Thinking Skills
● Review of Yesterday
● AP Reading Opportunity: Why You Should & Yes You Can!
● Historical Thinking Skills: Change and Continuity over Time
● AP Classroom: Test Creation (Informal and Formal Assessments)
● Syllabus Approval Process
● The Document Based Question Essay (DBQ): Strategies & Samples ○ Introduction to the Rubric
○ Practice: Working the Docs and Writing
○ Argument Development
○ Scoring Practice with Student Samples
○ Practical Incorporation of the DBQ (Mini-DBQs, Partial Scoring, Peer Scoring, etc.)
○ Sourcing: How to Teach and Score Appropriately
● Google Drive Access and Exploration
● Artificial Intelligence & AP Instruction: Discussion and Practical Approaches ● Historical Thinking Skills: Contextualization
● Course Pacing with Calendar (Part Three)
● Best Practices Discussion
● Exit Ticket: KWEL
DAY 4: AP Classroom: Daily Videos, the AP Exam: the LEQ, Historical Thinking Skills, Preparing for the APUSH Exam, and Instructional Planning Reports
● Review of Yesterday
● AP Classroom: Daily Videos
● Preparing Students for the Exam
○ Review Sessions
○ Review Games & Strategies
○ Pacing of Units
○ Practice Exams
○ Perspective
● Historical Thinking Skills: Comparison
● The Long Essay Question (LEQ): Strategies & Samples
○ Introduction to the Rubric
○ Practice Writing in Response to the Prompt
○ Scoring Practice with Student Samples
○ Practical Incorporation of the LEQ (Partial Scoring, Brainstorming as a Group, Peer Scoring)
● Using the Instructional Planning Reports
● A Day in APUSH: Sample Lesson from Start to Finish
● A Week in APUSH: Sample Lesson Overview from Start to Finish
● Final Discussion with Q & A
● Exit Ticket: Wrap Up & Evaluation
I have been teaching a combination of AP US History, Dual Credit US History, and AP World History for the past 20 years at Wimberley High School in central Texas. I have a Bachelor of Arts degree in History from the University of Texas at Austin and a Master of Arts degree in History from Texas State University. Beyond the classroom, I serve as the Social Studies Department Head on my campus and the Faculty Advisor for our chapter of the National Honor Society. I have also coached several sports in my career, including cross-country, soccer, and track and field and served for years as the coach for our school’s academic competition teams in Social Studies and Current Events through the University Interscholastic League.
Since 2014, I have served as a reader (grader) for AP World History and more recently for AP US History. This experience has been vital to my own development as a teacher, and I look forward to it annually. Over the years, I have made it a priority to continue to improve my instructional methods by attending AP Summer Institute and other professional development events. Now that I am serving as a professional learning consultant for the College Board, I take my responsibility very seriously to ensure that your experience at this professional development workshop is beneficial and supportive. I enjoy learning new ways to connect the course content with the lives and experiences of my students and I look forward to helping you do the same during our time together.
COURSE DESCRIPTION The AP Summer Institute for United States History is designed to assist both new and experienced teachers. Together, we will explore the course framework, the exam format and scoring rubrics, and the numerous AP resources available to plan and focus instruction. Attendees will come away with an understanding of the nine units of study and some helpful tools to teach historical thinking skills along with five centuries of content knowledge. Our time together will consist of direct instruction combined with small group work, discussions, individual work, and Q & A. We will focus on the utilization of AP Classroom resources, including unit guides, personal progress checks, topic questions, and the question bank for assessments. After this introduction, attendees will practice assigning and assessing multiple choice and free-response questions using AP Classroom. Please note that the week’s agenda may change based on the needs of the participants.
WHAT PARTICIPANTS SHOULD BRING (if available)
● Your school calendar for the next academic year
● A monthly academic calendar with squares to enter information (PDFcalendar.com has a good one)
● The AP US History Course and Exam Description (CED)
○ apcentral.collegeboard.org/media/pdf/ap-us-history-course-and-exam-description .pdf
● Note taking materials
● A digital or physical copy of your textbook and primary source reader
AGENDA
DAY 1: Course Introduction and Overview, Introduction to the AP Exam, the AP Exam: MCQ Section, and Lesson Planning
● Welcome and Introductions
● Goals of Our Week Together
● The AP US History Course
○ Exploration of the Course and Exam Description
○ Curricular Requirements Overview
● The AP US History Exam: A Brief Overview
○ The FRQ from Last Year’s Exam
○ MCQ Practice Exam Sampler
○ Understanding the AP Composite Score
● Historical Thinking Skills, Reasoning Processes, and Themes
● Lesson Planning: Content Coverage vs. Skill Building
○ Favorite Lessons (Consultant and Participants)
● The AP US History Exam: MCQ Section
○ Sample Questions and Teaching Strategies
○ Using Primary and Secondary Sources to Write MCQ
○ Claims, Arguments, and Evidence
● Building a Thriving AP Culture
● Expanding AP Opportunities on Your Campus
○ The College Board’s Expanding AP Opportunities Policy Statement
● Q & A Discussion
● Exit Ticket: KWEL
DAY 2: AP Classroom: PPC, the AP Exam: SAQ Section, Primary Sources, and Historical Thinking Skills
● Review of Yesterday
● AP Classroom: Personal Progress Checks
● Course Pacing with Calendar (Part One)
○ Big Picture Thinking
● Historical Thinking Skills: Causation
● Primary Sources for Content Coverage and Skill Building
● Short Answer Questions (SAQ): Strategies and Samples
○ Using Primary and Secondary Sources to Write SAQ
○ Strategies for Students
○ Sample Scoring and Discussion
● Textbook Options
○ How to Encourage Reading and Retention Strategies
● Course Pacing with Calendar (Part Two)
● Excellent Resources for APUSH: From YouTube to OER
● Q & A Discussion
● Exit Ticket: KWEL
DAY 3: AP Classroom: Test Creation, Creation of Syllabus, the AP Exam: the DBQ, Secondary Sources, and Historical Thinking Skills
● Review of Yesterday
● AP Reading Opportunity: Why You Should & Yes You Can!
● Historical Thinking Skills: Change and Continuity over Time
● AP Classroom: Test Creation (Informal and Formal Assessments)
● Syllabus Approval Process
● The Document Based Question Essay (DBQ): Strategies & Samples ○ Introduction to the Rubric
○ Practice: Working the Docs and Writing
○ Argument Development
○ Scoring Practice with Student Samples
○ Practical Incorporation of the DBQ (Mini-DBQs, Partial Scoring, Peer Scoring, etc.)
○ Sourcing: How to Teach and Score Appropriately
● Google Drive Access and Exploration
● Artificial Intelligence & AP Instruction: Discussion and Practical Approaches ● Historical Thinking Skills: Contextualization
● Course Pacing with Calendar (Part Three)
● Best Practices Discussion
● Exit Ticket: KWEL
DAY 4: AP Classroom: Daily Videos, the AP Exam: the LEQ, Historical Thinking Skills, Preparing for the APUSH Exam, and Instructional Planning Reports
● Review of Yesterday
● AP Classroom: Daily Videos
● Preparing Students for the Exam
○ Review Sessions
○ Review Games & Strategies
○ Pacing of Units
○ Practice Exams
○ Perspective
● Historical Thinking Skills: Comparison
● The Long Essay Question (LEQ): Strategies & Samples
○ Introduction to the Rubric
○ Practice Writing in Response to the Prompt
○ Scoring Practice with Student Samples
○ Practical Incorporation of the LEQ (Partial Scoring, Brainstorming as a Group, Peer Scoring)
● Using the Instructional Planning Reports
● A Day in APUSH: Sample Lesson from Start to Finish
● A Week in APUSH: Sample Lesson Overview from Start to Finish
● Final Discussion with Q & A
● Exit Ticket: Wrap Up & Evaluation