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World History-Modern

Christina Cone

Christina Cone serves as the District Social Studies Chairperson in the Bellmore-Merrick Central High School District in New York. She has taught AP World History, as well as a Holocaust and Genocide elective course, at Smithtown High School West for close to twenty years.  Ms. Cone started teaching in 2001 and has been teaching AP World History since 2003. Christina has served as an AP World History reader since 2014, has been a content item specialist for the New York State Education Department, and has also revised Teacher Resource Guides for multiple World History textbooks to align with the latest AP World History framework. She holds her National Board Teaching Certification and has also been selected for numerous professional development programs such as the Korean War Digital Legacy Foundation in Korea, Goethe Institute Trans-Atlantic Outreach program in Germany, a Gilder-Lehrman seminar in Barbados, an East Asia Resource Center workshop in China, a Fulbright-Hays seminar in India, and a Fulbright Memorial Fund Teacher Program in Japan. She also has attended many domestic programs with the Foreign Policy Research Institute, the USS Midway Institute, the Teaching East Asia Institute, National Consortium for Teaching about Asia, Gilder Lehrman and with the United States Institute of Peace. On a personal level, Christina is an avid competitive cyclist and vegan baker.

Course Description

While this course will be online this summer, it is still designed to help new and experienced teachers understand and best implement the AP World History framework and prepare students for success on the exam.  We will be blending both synchronous and asynchronous learning to meet our goals. The instructor, who has taught the course for eighteen years, will address some of the key challenges of the course: coverage of the content, pacing, development of historical reasoning skills, success on the test questions, and stimulating student engagement. Participants will examine all components of the exam – Stimulus-Based Multiple-Choice Questions, Short Answer Questions, the Document Based Essay and the Long Essay Question in terms of strategies to succeed on the new test. We will examine the College Board scoring rubrics and will utilize them to analyze sample student exam essays. We will also explore text, visual, and Internet resources that can enhance any world history course. Lessons will be modeled which focus on teaching the skills of the course. The workshop is interactive so that teachers can replicate the activities in their own classrooms. Please plan to devote 9am-4pm each day for this course, with an average of three and half hours of live interaction over the course of each day and the rest being independent learning, practice, and development.

Agenda

Five-day Course July 12-16, 2021
Day 1Unpacking the Course and Exam Description, Equity and Access, Stimulus-Based Multiple-Choice Questions
  • Introductions and housekeeping
  • Equity and Access
  • Unpacking the Course and Exam Description
  • Historical Thinking Skills and Reasoning Practices (workbook exercises)
  • Structure of the Exam (Pre-Recorded Video)
  • Lunch!
  • Debrief independent exercises
  • Kahoot! Review
  • Stimulus-based multiple-choice questions
  • Pacing
  • Complete activity breaking down SBMC questions
  • Work on pacing calendars
Day 2SBMC, Causation, Contextualization, Primary and Secondary Sources
  • Go over SBMC – tied to skill, theme, Learning Objectives
  • Causation Activity (breakout rooms)
  • Causation Model Lesson (video)
  • Secondary Sources Exercises
  • Lunch!
  • Discuss secondary source work
  • Primary Source Practice (sourcing documents, student examples)
  • Contextualization
Day 3Argument Development, DBQ’s
  • Structured Academic Controversy Model
  • Overview and preparation for “debate”
  • Structured Academic Controversy Simulation (breakout rooms)
  • Breaking down the DBQ
  • Lunch!
  • Self-paced Nearpod for DBQ overview
  • Discuss DBQ elements and assessment
  • Rate DBQ essays
  • Read DBQ prompt and documents to prepare for tomorrow morning
  • Work on pacing calendars
Day 4: DBQ’s and LEQ’s
  • DBQ Live Nearpod – assessing writing
  • Rate DBQ Essays and discuss
  • LEQ’s – Overview and Assessment
  • Lunch!
  • Rating LEQ’s
  • Teaching LEQ’s
  • Pacing, Selecting Resources/Textbook Investigation
Day 5: SAQ’s, Instructional Reports, AP Classroom
  • SAQs
  • Instructional Reports
  • AP Classroom
  • Course Audit