1996 Ap Us History Dbq Essay Rubric
AP European History Course Description
Attending this AP* summer institute is a great chance to find out more about the redesigned AP* European History course and exam and to examine new developments and new test samples from the 2018 AP* exam. This course will provide many ideas for organizing and teaching the newly designed course and will help you prepare to teach the curricular, thematic, and skill components that were updated in the fall of 2017. This institute will provide many resources to help both experienced and new teachers confidently teach a course in AP* European history and meet the College Board* Course and Exam Requirements. Time will be spent making sure that all teachers are ready to prepare their students for success on the curriculum and exam, with the latest released College Board materials being examined. ased College Board* materials being examined.
The following are some of the goals for the week:
1. To understand some of the basic elements involved with teaching the AP European History course:
• AP* European History Curriculum, Themes, and Skills
• Understanding the Course Requirements
• Mapping out the Year—Pacing and the AP European History Course
ª The AP* Audit
• Test Taking Strategies
• Document Based Question Writing
• Long Essay Writing
• Stimulus Based Multiple Choice Questions
• Short Answer Questions
• Student Enrollment
• Textbook Selection
• Supplemental Readers
• Test Development
• Equity and Access
2. To understand the content and structure of the AP* European History exam, and to develop appropriate strategies for maximizing student scores and to examine ways to provide students with the analytical skills and factual knowledge necessary to deal critically with the content, skills, and materials in AP* European History.
3. To achieve an understanding of necessary course content for the course curriculum and exam by looking at sample questions provided by the College Board, samples from the 2018 AP reading, and analyzing the rubrics for all parts of the exam.
4. To examine a variety of ways to structure the course so that students will be prepared to score well on the AP* exam.
5. To acquire many resources from the instructor and from other participants to help make the teaching of the course more manageable. These will include:
• Sample test questions for the exam provided by the College Board
• Available samples from the 2018 AP Reading
• College Board information concerning the themes and skills in AP European History
• Long Essay Rubrics
• Document Based Question Rubrics
• Instructional Handouts
• Instructor-prepared Power Point presentations for review and other Classroom Resources
• Publishers’ Textbooks and any Supplemental Materials that they provide
• Materials provided by College Board
Daily Summer Institute Schedule
• What's New in AP* European History? Curriculum, Acorn Book, Curriculum Changes
• Exploring the AP *European History Required Course Themes
• Exploring the AP* European History Required Course Skills
• Exploring the AP* European History Content Requirements
• Exploring the AP *Exam Content/Format: Overview of available practice test materials (Multiple Choice, Short Answer, and Essay sections)
• Skills and Content: What do students need to know to be successful on the new AP* exam?
• The New Stimulus-based Multiple Choice Section of the AP* Exam
• Multiple Choice Strategies for Students
• Internet Resources
• Reading Strategies for Students
• Document Based Question Writing Activities and Strategies
• Document Analysis (SOAPS and APPARTS), Authorship, and Attribution
• Grading of the DBQ: Using the New Core Scoring Rubric—What do students need to do to write a successful DBQ?
• Grading of DBQ Samples from the 2018 exam
• Strategies for Teaching Historical Context, Intended Audience, Purpose, and Point of View
• Internet Document Archives
• Converting “Old” DBQs into the “New” DBQ
• Strategies for Analysis of Visual Sources
• More work on the DBQ (if needed)
• Grading of the Long Essay Questions: Using the LEQ Core Scoring Rubric—What do students need to do to write a successful Long Essay?
• Grading of Long Essay Samples from the 2018 exam
• Strategies and Activities for Teaching the Long Essay
• Thesis Writing Strategies
• Building an Argument: Strategies for Students
• Grading of the Short Answer Questions: What do students need to do to be successful on the Short Answer Questions?
• Curriculum ideas: films, literature, documents, simulations, etc.
• Supplemental materials: books, primary sources, etc.
• Unit Development: Development of Units that include the New Themes/Skills/Content Requirements and the New Types of Exam Questions
• Mapping out your school year: How to cover the necessary skills and content by May
• Hub Dates
• Choosing a Textbook
• More Reading and Critical Thinking Strategies for Students
• Creative Ideas for Teaching AP European History
• Sharing of Developed Units and Exam Questions
• Roundtable of Best Ideas
• Equity in AP*
#1 Make EVERYTHING Easier by Understanding Chronology
Do you know the second biggest reason students score low on free response questions?
Read these excerpts from the AP® graders and you can find out.
“Many students confused chronological sequencing,”
Jonathan Chu, 2014 Student Performance Q & A for Free Response Questions.
“Students continue to have chronological sequencing problems,”
Ernest Freeberg, 2013 Student Performance Q & A for Free Response Questions.
“Most responses were weak on chronology,”
Raymond “Skip” Hyser, 2009 Student Performance Q & A for Free Response Questions.
“Many students have problems with chronology,”
Raymond “Skip” Hyser, 2008 Student Performance Q & A for Free Response Questions.
Did you catch it?
The second biggest reason students score low on the free response questions is not using correct chronological sequencing.
What is chronological sequencing?
Chronological sequencing is simply arranging events in the correct order.
Unless you know the context of the event, knowing about the event is almost useless.
Example: Knowing the Emancipation Proclamation ended slavery is good, but unless you know WHEN the Emancipation Proclamation happened and what events preceded it, it’s almost useless knowledge.
“Some responses (too many to ignore as an anomaly) seemed to believe that the goal of the Civil Rights movement of the 1890s-1920s was to end slavery, undermining the quality of the essays.”
Ernest Freeberg 2011 Student Performance Q&A for Free Response APUSH Questions.
To develop chronological understanding, create a timeline.
Get your history textbook out, along with a piece of lined paper.
Take all the bold words and write them on a sheet of paper. For every word, find a date of relevance for that word.
Then, on a new sheet of lined paper, order each event based on chronology.