MATT JOHNSON Matt Johnson began his teaching career at North Central High School in Spokane, Washington in 1999. He graduated from Eastern Washington University with a degree in Social Science education and a minor in English. He later continued his studies at Eastern and earned his Master of Arts in history. He is a National Board Certified Teacher who currently teaches AP US History and 12th grade AVID. In addition to teaching, Matt presently serves as the department chair for Social Studies and AVID Coordinator. While in high school Matt was a student of AP US History and always wanted to teach the course recognizing that a passionate teacher can truly motivate kids to love the American story. He has now taught AP US for several years and serves as a Table Leader at the AP US History Reading. With a passion for helping underserved students achieve success in high school and beyond, Matt was recently selected to serve as a consultant for the new “Equity in AP” workshops launched by the College board in 2021. |
Matt can be contacted at MatthewJ@spokaneschools.org
COURSE AGENDA
Agenda for Multi-Day Institute: AP United States History with Matt Johnson
Day 1
Equity and Advanced Placement
Day 2
Analyzing and Interpreting Evidence: Primary Sources & Secondary Sources/Content and Sourcing
Day 3
Creating and Supporting a Historical Argument
Sequencing the AP US History Course
Day 4
Strategies for Teaching AP US History
Day 5
AP Classroom & the Planning Report
Agenda for Multi-Day Institute: AP United States History with Matt Johnson
Day 1
Equity and Advanced Placement
- How can schools encourage participation in Advanced Placement and what are the benefits for students?
- How does the Curriculum Framework guide the course and provide an outline for student achievement on the AP US History Exam?
- How do the thematic learning objectives define what students should know and be able to do by the end of the AP US History course?
- What skills do historians use when evaluating historical evidence?
- What historical thinking skills and processes do students need to demonstrate in order to be successful on the AP US History Exam?
- How do historical thinking skills tie the AP US History course together?
- How can students demonstrate understanding and how is it assessed with the rubrics on the AP US History Exam?
Day 2
Analyzing and Interpreting Evidence: Primary Sources & Secondary Sources/Content and Sourcing
- What skills do students need to be able to analyze and effectively interpret primary sources? What weaknesses or limitations do primary sources have?
- What skills do students need to be able to analyze and effectively interpret secondary sources? What weaknesses or limitations do secondary sources have?
- How can teachers effectively instruct students to compare historical phenomena, make connections to pertinent developments of the same era, and to make connections across time periods with like historical occurrences?
- How can teachers effectively scaffold instruction to help students understand the role of chronology, causation, patterns of continuity and change over time, and periodization in US History?
Day 3
Creating and Supporting a Historical Argument
- How can teachers effectively scaffold the skills needed for students to develop and construct historical arguments?
Sequencing the AP US History Course
- How can teachers effectively sequence the skills and content needed for students to be successful in the AP US History course and on the AP US History Exam?
- What resources can be used to support student engagement and effective implementation of AP US History?
Day 4
Strategies for Teaching AP US History
- What teaching strategies can be used to support student engagement and effective implementation of AP US History?
- How can teachers assess student understanding and provide effective feedback to improve student performance?
Day 5
AP Classroom & the Planning Report
- How can teachers use the resources found on AP Classroom to assess student learning?
- What are the components of the AP Planning Report and how can teachers use this data to adjust their practices?