AP U.S. History Workshop by 99984FN

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									AP U.S. History
  Workshop

The 2010 AP Reading
 February 25, 2011
          Presenter Information
   Mike Nance
     AlpharettaHS
     nance@fultonschools.org
     http://www2.fultonschools.org/teacher/nance
      /
    Online Score Reporting
 My AP U.S. Instructional
  Planning Report
 Uses
    Why become a Reader?
     The top six reasons

 #6: Earning Continuing Education Units
  (CEUs) and professional development
  hours.
 #5: Grading the exam responses of the
  world's brightest students - and others!
 #4: Practicing how to use a rubric
  consistently, (which can make you better
  at scoring your own students' essays)
 #3: Establishing friendships and a
  countrywide network of faculty members
 #2: Exchanging ideas among faculty and
  AP Development committee members
And the #1 reason to become
      an AP Reader…
$   Readers are paid!
AP U.S. History Exam Format

  80item multiple choice exam
  One Document Based Essay (DBQ)
  Two “Free Response” essays, one of
   two questions in two parts
   The 2010 AP U.S. Exam
 The    DBQ
   Inwhat ways did ideas and values held by
    Puritans influence the political,
    economic, and social development of the
    New England colonies from 1630
    through the 1660s?
   10 documents, A-J
   Instructions
     Coherent essay
     Document interpretation
     Outside   information
    What did the question
          require?
 Knowledge of    Puritan
  settlement in New England,
  1630-1660, esp. political,
  economic and social
  development
 Ability to interpret and apply
  documents
 Recall of relevant outside data
    How did students perform?

 3.4 average on 0-9 scale (not bad)
 Most essays were long; most used
  nearly all of the documents
 Most dealt exclusively with the
  documents, i.e., no outside
  information
 Many had the “big four”: Mission,
  Williams, Hutchison
    How did students perform?

   Most could use documents to
    some extent
   No one document caused
    problems (Doc. G and H most
    often).
   Most were descriptive, not
    analytical
    More on the 2010 DBQ
 Documents were often quoted:
  OUCH!
 Economics was weakest of the
  three (many erred on doc. H)
 Some tried to compare NE w/
  other regions (1993 DBQ)
  Did Your Students Say…
 “Puritans   also can tolerate any religion… except his
  own.”
 “what extreme measures were taken to vanquish
  anything believed to be evil or contemplating with
  satin”
    Did Your Students Say…
   “Although Puritan principles did have a
    resonating effect on the New England
    region, the Puritan axioms themselves are
    innately controversial in the sense that some
    fortified the mother colony, Massachusetts,
    while others, unequivocally, were a cogent
    force in the formation of schisms.”
    DBQ Samples and Scoring

 The rubric
 The Documents: Information and
  Inference
 Outside Information
       Three Samples
 1A
 1B
 1C
 Teaching Students to “do”
         the DBQ
 MyDBQ practice instructions
 Why this way?
   Most DBQ topics are “common
    knowledge”
   Too many kids start with “In document A”
    and finish with “In document J…”
   Better chance of having a unique
    introduction
        How  many kids are taking the test?
        How many 2010 DBQ’s started with “Puritan
         ideas and values influenced the social,
         political…”?
                 Question 4
   Analyze the roles that women
    played in Progressive Era
    reforms from the 1880s through
    1920. Focus your essay on TWO
    of the following.
     Politics
     Socialconditions
     Labor and working conditions
     What did the question
           require?
 Analysis of the roles of women
 Two of three topics
 Draw conclusions
      How did students perform?
 2.86 on 9 point scale
 Wide range of answers
     Very broad and vague to specific and
      analytical
     More specifics on political and social than
      labor/working conditions
      How did students perform?
   Common errors
     Progressivereforms v. role of women
     Chronologically challenged:
       Lowellgirls
       Dorothea Dix
       Flappers
       Seneca Falls
  did your student say this?

 “In   the early days, women were not allowed.”
    Did your student say this?

 “As everyone remembers, everyone saw a woman
  people looked up to, the beloved Hillary Clinton,
  break down into tears. That day will live in infamy.
  Men were proven right; a woman could never have the
  power, strength or mind to rule the world. Menstrual
  cycles, emotions, etc., would just continue to get in the
  way. Susan B. Anthony worked to gain suffrage at
  Seneca Falls, but through one woman women’s
  suffrage will forever be questioned.”
 No, I’m not kidding…
  Did your student say this?

 “Crawling into small spaces with no air
  everyday affected the children physically and
  ruined their childhood.”
                      New History!
   In one essay – in order
        Flappers
        Seneca Falls
        Anti-saloon League
        ERA and the Declaration of Sentiments
        Abagail Adams
        Claribel (Clara Bow??)
        Vietnam and Rosie the Riveter
        Republican motherhood
        Clarence Thomas, “originally a feminist”
        Anne Hutchison and utopian communities
        NOW
        National Womens’ Political caucus
        The Grimke Sisters and Rosa Parks
        Harriet Tubman and Native Americans
Lessons from the AP Reading

 Emphasize explicitly addressing the
  terms of the question (start w/
  reading the question carefully)
 Use chronological and thematic
  reviews
 Emphasize the time period of the
  question
     Whydid the CB choose this period?
     What’s “in” v. what’s “out”?
         Improving Student Writing
 Teach student to make outlines: A vanishing art!
 Teach students the principal “question terms”
       Analyze
       Assess
       Evaluate
       To what extent
       Assess the extent to which
       Discuss, focus, consider
       Improving Student Writing
   Force students to address the key
    elements of the question
     The  bulleted points
     Consensus and conformity
     Effectiveness and success
     Successes and failures
     Changes and consequences
     Compare and contrast responses
       Improving Student Writing
   Force students to pay attention to the
    time period (some recent examples)
     1945-1975
     1775-1800
     1816/20-1861
     1928-1948

   Ask them to brainstorm periods
    occasionally
      Improving Student Writing
   Teach students the key concepts they
    must know
     New  South
     Market Revolution
     Great Awakening
     Rebellions
     Labor
     Immigrants
     Women
    Improving Student Writing
 Be Positive
 Stress success on the Exam
 Structure your assessments around the
  Exam
 Give students the essay questions in
  advance (they are all on AP Central
  anyway!)
 Use a rubric to score them
            Use student samples
   Have students critique samples
     Use the samples on AP Central, good and bad
     Use your own student papers (cautiously and
      with permission)
     use last year’s classes (you can get your
      booklets from ETS).
   Require students to revise their own
    essays
         My Best Practices
 Mystery – the DBQ Game
 Discussion Group
 Essay Prep w/ documents
 Teaching with Cartoons
 Cartoons

								
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