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European History

Todd Beach

Todd Beach is the Lead Teacher in the Social Studies for District 196 where he teaches AP European History and AP World History Modern at Eastview High School in Apple Valley, Minnesota.  He is also a Senior Lecturer of Social Studies Education in the Department of Curriculum and Instruction at the University of Minnesota.  Todd is a veteran Reader and Exam Leader of the AP European History exam as well as a long-time workshop, and summer teaching institute consultant for the College Board.  From 2009 to 2014, Dr. Beach was a member of the AP European History Test Development Committee, and in 2010, Todd was recognized by the Minnesota Council for the Social Studies as high school Teacher of the Year.

Course Description

Designed to accommodate both new and experienced teachers of European history, this 4-day workshop includes synchronous and asynchronous discussions specific to European history as well as extensive discussions of teaching Advanced Placement curriculum.  We will address the redesigned European history course and exam with particular attention to literacy and inquiry-based pedagogy.  There will also be opportunities to share best practices and thoughtful discussion of materials and strategies to engage the Advanced Placement student.

Agenda

Four Day Course- July 12-15, 2021
Day 1

Synchronous via Zoom

8:30 – 9:00 am

  1. Welcome, introductions, and an overview of the week
  2. Activity and discussion: ‘Understandings…’ (WH[*] p5)
  3. Teaching in the Social Studies: A Framework (handout)
  1. Read aloud: David McCullough, The Great Bridge; the epic story of the building of the Brooklyn Bridge, excerpted from the Preface (handout)

9:00 – 9:20 am

  1. Presentation: Rigor and Learning; benefits of the AP Program

9:20 –9:30 am

Screen break 

9:30 – 10:20 am

  1. Discussion: Developing your AP course
    1. Exam Overview (WH p13)
    2. How AP courses and exams are developed and the AP Course Audit
  2. Lesson 2: AP Historical Thinking Skills and Reasoning Processes (WH p8-12)
    1. How AP exams are scored
  3. Rubrics for the DBQ and LEQ (handouts)

10:20 – 10:30 am

Screen break 

10:30 – 11:20 am

  1. Overview and samples from the 2019 AP European History Exam
    1. Document Based Question (DBQ) – sample ‘7’
  2. Overview and samples from the 2019 AP European History Exam (continued)
  3. Long Essay Question (LEQ) – sample ‘6’
  4. Short Answer Questions (SAQ) – sample ‘3’

11:20 – 11:30 am

Screen break

11:30 am – 12:00 pm

  1. Exam overview and samples (CED[†] p235)
    1. Exam weighting and framework
    2. Multiple Choice Questions (MCQ)
  2. Overview of the Asynchronous expectations for the day

ASYNCHRONOUS WORK

  1. Complete Lesson 3: Developing Student Understanding (WH p14-25)
    1. Read and annotate samples – what questions or noticing’s do you have?
  2. Complete Lesson 4: Understanding the Unit Guides (WH p26-28 and 30-31)
    1. Complete the questions in the Workshop Handbook
  3. Exit Ticket
    1. What is your most significant ‘take-away’ from our learning today?
    2. What questions do you want to begin with tomorrow?
Day 2 

Synchronous via Zoom

8:30 – 9:20 am

  1. Read Aloud and Discussion: Why Study History?
  2. Discussion: reflecting on our learning from yesterday:
    1. Respond to questions and noticing’s
    2. What understandings do you want your students to walk away with from your AP Euro course?
  3. Examining the Instructional Planning Report
  4. Understanding the Course and Exam Description materials
    1. Lesson 4: Goals for my students (WH p26)
    2. Reading and discussion: About AP (CED p1-3)

9:20 – 9:30 am

Screen break

9:30 – 10:20 am

  1. Understanding the Course and Exam Description materials (continued)
    1. Reading and discussion: Course Framework Components (CED p13-27)
    2. Lesson 5: Understanding the Themes (WH p34)
    3. Lesson 6: Exploring the Unit Guides (WH p39)
    4. Lesson 7: Developments and Processes (WH p45-46)

10:20 – 10:30 am

Screen break

10:30 – 11:20 am

  1. Instructional Approaches
    1. Developments and Processes (part 1)
  2. What does each look like in practice?

11:20 – 11:30 am

Screen break

11:30 am – 12:00 pm

  1. Instructional Approaches
    1. Developments and Processes (part 2)
  2. What does each look like in practice?

ASYNCHRONOUS WORK

  1. Complete Lesson 8: Making Connections – Causation (WH p59-64)
  2. Complete Lesson 9: Making Connections – Continuity and Change (WH p65-67)
  3. Complete Lesson 10: Making Connections – Comparison (WH p68-70)
  4. Exit Ticket
    1. What is your most significant ‘take-away’ from our learning today?
    2. What questions do you want to begin with tomorrow?
Day 3

Synchronous via Zoom

8:30 – 9:20 am

  1. Discussion: reflecting on our learning from yesterday:
    1. Respond to questions and noticing’s
  2. Instructional Approaches (cont.)
  3. Lesson 11: Contextualization (WH p71-76)

9:20 – 9:30 am

Screen break

9:30 – 10:20 am

  1. Instructional Approaches (cont.)
    1. Lesson 12: Argumentation (WH p77-87)
    2. Lesson 13: Analyzing Primary Sources (WH p89-98)

10:20 – 10:30 am

Screen break

10:30 – 11:20 am

  1. Instructional Approaches (cont.)
    1. Lesson 14: Analyzing Secondary Sources (WH p99-102)
    2. Lesson 16: Assessing Student Understanding (WH p106-108)
    3. Lesson 17: Curricular Requirements and Syllabus Development (WH p110-111)

11:20 – 11:30 am

Screen break

11:30 am – 12:00 pm

  1. Instructional Approaches – the Workshop Model (handout)
  2. Scaffolding Reasoning and Writing Skills (handout)
  3. Writing Workshop for the DBQ essay (handout)
  4. Unpacking the writing workshop in practice using the 2019 Exam DBQ

ASYNCHRONOUS WORK

  1. Discussion of Resources
    1. Reimagining Your Favorite Activities (WH p152)
    2. Examination and discussion of ‘Sample Instructional Activities’ in the CED
    3. Textbook selection and other resources
    4. Primary and Secondary Source readers
    5. Online resources
  2. Exit Ticket
    1. What is your most significant ‘take-away’ from our learning today?
    2. What questions do you want to begin with tomorrow?
Day 4

Synchronous via Zoom

8:30 – 9:20 am

  1. Discussion: reflecting on our learning from yesterday:
    1. Respond to questions and noticing’s
  2. The AP Program
    1. Presentation: Fall Registration
    2. Presentation: AP and Dual Enrollment Comparison
    3. AP Classroom uses and abuses

9:20 – 9:30 am

Screen break

9:30 – 10:20 am

  1. Instructional Approaches – the Workshop Model (cont.)
    1. The LEQ and DBQ essay responses
    2. SAQ responses
    3. Contextualization and Thesis
    4. Sourcing exercises
    5. Making Connections

10:20 – 10:30 am

Screen break

10:30 – 11:20 am

  1. Constructing your course Unit by Unit
    1. Where do you introduce specific skill development?
    2. How does your skill development practice scaffold, reinforce, and provide opportunities w/ feedback?
    3. How do these goals compare with the goals you wrote about in Lesson 4?

11:20 – 11:30 am

Screen break

11:30 am – 12:00 pm

  1. What does it mean to create authentic experiences in a history course?
  2. How do the skills learned in your history course transfer to a student’s adult life?

ASYNCHRONOUS WORK

  1. Exit Ticket
    1. What is your most significant ‘take-away’ from our learning today?

[*] WH is an abbreviation for the Workshop Handbook

[†] CED refers to the Course and Exam Description binder materials