|
CHRIS AVERILL Check out the Youtube channel APUSH DBQ tips: https://www.youtube.com/playlist?list=PLn_9xPjEv9x9KbElCPp-XEzpF1xJJrD9C |
|
CHRIS AVERILL
Chris Averill has been an Advanced Placement United States History Teacher for thirty-two years and has been actively involved in the AP US History Reading for twenty-seven years and a College Board Consultant for twenty-two years. He has served in the capacity of Reader, Table Leader, Exam Leader and DBQ Question Leader and was instrumental in establishing the AP Teacher Best Practices Roundtable Evening at the annual AP US History reading. He has been endorsed by the College Board as an AP Consultant since 1999 and has taught numerous AP single-day workshops as well as Teaching and Learning Seminars. He has conducted APUSH week-long Summer Institutes in Tennessee, Alabama, Kentucky, Virginia and Connecticut over the past fifteen years. He has also conducted weeklong AP Achievement Academies in Florida and California. Starting in 2010 he began a four-year term on the AP US History Test Development Committee. Additionally, he was a Faculty Consultant editor for the 15th edition of the Alan Brinkley American History textbook and has recently reviewed APUSH materials for Khan Academy and AMSCO publications. He has served in the capacity of History Department Chairman for twenty-six years first at Clover Hill High School and then at Cosby High School in Chesterfield County, Virginia. He was selected as the 2015 Chesterfield County Teacher of the Year, and the 2016 Virginia State Region I Teacher of the year – one of 8 Finalists for Virginia Teacher of the Year.
Chris can be contacted at Christopher_Averill@yahoo.com
.
COURSE DESCRIPTION
Marin on the Bay APUSH Workshop Objectives
1. Understand the College Board (CB) Curriculum and Exam Description (CED) Guide
2. Examine CB website, Instructors’ google drive and various APUSH websites of value to
build your own personal APUSH google drive with high end activities and resources
to enhance your instruction.
3. Create an individual unit including: lessons/activities, Reading/writing/class activities,
Assessments
4. Join and manipulate the AP Central Website so that you know where all professional
resources and activities are located to better enhance your instruction.
5. Join MYapclassroom and understand how to implement its skill development activities
For maximum eff in your efficacy in your classes
6. Understand the intent, purpose and rubrics associated with the MCQs, SAQs, LEQs and
DBQs.
7. Practice and understand how to best teach the writing and historical thinking skills
required by the exam.
8. Discuss suggestions on how to balance the demands of breadth and depth of content
coverage.
9. Establish the professional networks you will need to continue the collaboration as the
year progresses.
COURSE AGENDA
Monday – July 10
AM -
Introductions: Administrative, pedagogical and structural challenges and possibilities
AP Curriculum:
PM -
Exam Structure: Basic structure, Percentages and Historical Thinking skills required
Multiple Choice Section –
Tuesday – July 11
AM -
College Board website
PM -
Historical Thinking and Learning skills –
Wednesday – July 12
AM -
Long- Essays (LEQs) –
Discussion/Presentation:
PM -
Unit Design:
Audit: Preview the course audit page
Thursday – July 13th
AM -
Discussion –
PM -
DBQ -
Wrap up
** The times given are the windows of instruction – From 8:30 to 2:30 Each day will be a mixture of synchronous and asynchronous work while online. After 2:30 will be asynchronous with one on one discussions with instructor.
Synchronous: whole group – discussions, presentations, analysis of topics
Asynchronous: individual work – attempting AP Exam elements, CB activities in professional workbook, Unit/lesson design, exploring websites, exploring myAP Classroom, etc.
Marin on the Bay APUSH Workshop Objectives
1. Understand the College Board (CB) Curriculum and Exam Description (CED) Guide
2. Examine CB website, Instructors’ google drive and various APUSH websites of value to
build your own personal APUSH google drive with high end activities and resources
to enhance your instruction.
3. Create an individual unit including: lessons/activities, Reading/writing/class activities,
Assessments
4. Join and manipulate the AP Central Website so that you know where all professional
resources and activities are located to better enhance your instruction.
5. Join MYapclassroom and understand how to implement its skill development activities
For maximum eff in your efficacy in your classes
6. Understand the intent, purpose and rubrics associated with the MCQs, SAQs, LEQs and
DBQs.
7. Practice and understand how to best teach the writing and historical thinking skills
required by the exam.
8. Discuss suggestions on how to balance the demands of breadth and depth of content
coverage.
9. Establish the professional networks you will need to continue the collaboration as the
year progresses.
COURSE AGENDA
Monday – July 10
AM -
Introductions: Administrative, pedagogical and structural challenges and possibilities
AP Curriculum:
- Examination of the Historical Thinking Skills, Learning Objectives and Concept Outline.
- Collaboration Activity in breaking down the AP Curriculum using the College Board (CB) Professional Development Activity
- Establish your year-long schedule based on suggested time vis-a vis the CB Expectations and school calendar
PM -
Exam Structure: Basic structure, Percentages and Historical Thinking skills required
Multiple Choice Section –
- Practicing MCQs – analysis – Intent of questions, challenges for the “threshold student”
- Discussion – MCQs: Breaking down the questions and rationales, Best practices in how to teach, Student Test analysis activities, designing MCQ questions
- Resources available
- How to use Student questions, data analysis, Daily videos and other student resources to maximize student understanding
- Imbedding myapclassroom into your class
Tuesday – July 11
AM -
College Board website
- continuation of Myapclassroom
- discussion of professional development resources and AP Teaching Community
- Discuss types of SAQs, attempt writing SAQs
- Mock Reading - Examine released samples and hold a mock reading,
- Pedagogy – tips and activities to teach students how to overcome challenges when answering SAQs
- Practices to deepen your ability to accurately score students’ responses.
PM -
Historical Thinking and Learning skills –
- What are they and how to deepen your students understanding and implementation of them.
- Examination of Socratic Seminars, Debates, peer editing and other Student centered activities -
- Evaluate APUSH history websites for applicability and value
- Examine Textbooks and Review Guides
- Begin unit and lesson planning
Wednesday – July 12
AM -
Long- Essays (LEQs) –
- Mock Reading: Examine released samples and practice using scoring rubrics,
- Examine Long-essay question types
Discussion/Presentation:
- Writing Skill Development Activities for the LEQs
- Tips and practices - Spiraling LEQ writing in your classroom
- Grading practices to improve student success
PM -
Unit Design:
- Unit and lesson design – continue development with CB materials and additional instructor created activities
Audit: Preview the course audit page
Thursday – July 13th
AM -
Discussion –
- Continue with Progress on Unit/Lesson design
- Finishing touches on your Unit development
- Reinforcement on How to integrate varied skill building for SAQs, LEQs and DBQs through the year.
- Understanding the meaning and nuances of the DBQ rubric
- Skill building- Breakdown activities – Pedagogies to teach the 7 points of the DBQ writing process.
- Spiraling activities through the year
- Write your own DBQ
PM -
DBQ -
- Mock Reading using student samples and scoring rubrics
- Practices and tips on how to improve your grading of student responses
- Activities and Suggestions for Reviewing for the AP Exam
Wrap up
** The times given are the windows of instruction – From 8:30 to 2:30 Each day will be a mixture of synchronous and asynchronous work while online. After 2:30 will be asynchronous with one on one discussions with instructor.
Synchronous: whole group – discussions, presentations, analysis of topics
Asynchronous: individual work – attempting AP Exam elements, CB activities in professional workbook, Unit/lesson design, exploring websites, exploring myAP Classroom, etc.