advanced placement vertical teams curriculum...

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A d v a n c e d A c a d e m i c S e r v i c e s

Advanced Placement

Vertical Teams

Curriculum Manual:

Social Studies

Austin Independent School District

Pre-AP Belief Statements

What is Pre-AP? Pre-AP is a suite of K-12 professional development resources and services. Pre-AP courses

provide students with strategies and tools they need to engage in active, high-level learning to develop the

skills, habits of mind, and concepts they need to succeed in advanced placement courses in preparation for

college.

In Austin ISD, we believe:

All students can perform at rigorous academic levels. This expectation should be reflected in

curriculum and instruction throughout the school so that all students are consistently being challenged

to expand their knowledge and skills. All students should be encouraged to accept the challenge of a

rigorous academic curriculum through enrollment in college preparatory programs and AP courses.

We can prepare every student for higher intellectual engagement by starting the development of skills

and acquisition of knowledge as early as possible. The middle and high school years can provide a

powerful opportunity to help all students acquire the knowledge, concepts, and skills needed to

engage in a higher level of learning.

It is important to have recognized standards for college-preparatory or college-level academic work.

While every student is different and every teacher has unique strengths and a unique style, common

expectations in terms of topics, concepts, and skills benefit all students.

All students should be prepared for and have an opportunity to participate successfully in college.

Equitable access to higher education must be a guiding principle for teachers, counselors,

administrators, and policymakers. Equity means more than offering the same opportunities; it means a

willingness to do whatever is necessary to help prepare a wide variety of students with different needs,

different backgrounds, and different abilities.

Schools should make every effort to ensure that AP and other college level classes reflect the diversity

of the student population. Barriers—however unintentional or complex—that limit access to

demanding courses for all students should be eliminated, particularly those for underrepresented

ethnic, racial, and socioeconomic groups.

Adapted from www.apcentral.collegeboard.com

http://www.apcentral.collegeboard.com/

Vertical Sequence of Courses

The following flowchart outlines the recommended Pre-AP and AP sequence of courses in Social Studies. Pre-AP classes prepare students to take

AP class, and AP classes prepare students for college-level work.

Social Studies

6th

Grade 7th

Grade 8th

Grade 9th

Grade 10th

Grade 11th

Grade 12th

Grade

Pre-AP World Cultures

or World Cultures

Pre-AP Texas History

or Texas History

Pre-AP US History or

US History

Pre-AP World

Geography

Pre-AP World History

or AP World History

AP US History AP US Government


or World Cultures


or Texas History


US History

Pre-AP World

Geography


or AP World History

AP US History AP Macroeconomics

or AP Microeconomics


or World Cultures


or Texas History


US History

Pre-AP World

Geography


or AP World History

AP US History AP Comparative Government

(elective credit)


or World Cultures


or Texas History


US History

Pre-AP World

Geography


or AP World History

AP European History

(elective credit)

No prerequisite; grade 11 classification AP Human Geography

(elective credit)

AP Psychology (elective credit)

Curricular Guidelines for Human Geography

The College Board has developed Curricular Requirements for each AP course. These requirements should be

emphasized in the development of skills in Pre-AP courses. The instructional strategies listed below include

best practices that the College Board endorses.

Curricular Requirements Instructional Strategies

Demonstrate command of course themes and key concepts through activities and assignments. o Geography: Its Nature and Perspective o Population o Cultural Patterns and Processes o Political Organization of Space o Agricultural and Rural Land Use o Industrialization and Economic Development o Cities and Urban Land Use

Use spatial concepts and landscape analysis to examine human organization of space.

Recognize and interpret spatial relationships at different scales ranging from the local to the global.

Use and interpret maps, data sets, and geographic models. GIS, aerial photographs, and satellite images, though not required, can be used effectively.

Define regions and evaluate the regionalization process. Characterize and analyze changing interconnections

among places.

Conceptual Identifications

Cornell Notes/ 2-Column Notes

Categorization Strategies* o APPARTS o PERSIA o PEGS o DIPS o SOAPS o OPTIC o WORDY

Document-Based Questions (DBQs)

Graphic Organizers and Foldables that support concepts and reflect higher order thinking skills

Fishbowl Discussions

Socratic Seminars

Debates

Role-Playing

Word Wall of Academic Vocabulary

Timed Writing

*Explanation provided after all curricular guidelines.

Curricular Guidelines for World History





Demonstrate command of course themes and key concepts through activities and assignments where students use their knowledge of detailed and specific relevant historical developments and processes—including names, chronology, facts, and events.

Provide balanced global coverage, with Africa, the Americas, Asia, Oceania and Australia, and Europe all represented. No more than 20 percent of course time is devoted to European history.

Develop coherent written arguments that have a thesis supported by relevant historical evidence.

Identify and evaluate diverse historical interpretations.

Analyze evidence about the past from diverse sources, including written documents, maps, images, quantitative data (e.g., charts, graphs, tables), works of art and other types of sources.

Examine relationships between causes and consequences of events or processes.

Identify and analyze patterns of continuity and change over time and across geographic regions, relating these patterns to a global context.

Examine diverse models of periodization constructed by historians.

Compare historical developments across or within societies in various chronological and/or geographical contexts.

Connect historical developments to specific circumstances of time and place, and to broader regional, national or global processes.

Apply multiple historical thinking skills** to examine a particular historical problem or question and connect insights from one historical context to another, including the present.

Rcognize how the study of history has been shaped by the findings and methods of other disciplines such as anthropology, archaeology, visual arts, literature, economics, geography and political science.







Socratic Seminars

Debates

Role-Playing


Timed Writing


Curricular Guidelines for U.S. History




Curricular Requirements Instructional Strategies Study political institutions, social and cultural

developments, diplomacy, and economic trends in U.S. history.

Analyze evidence and interpretations presented in historical scholarship.

Analyze and interpret a wide variety of primary sources, such as documentary material, maps, statistical tables, works of art, and pictorial and graphic materials.

Practice writing analytical and interpretive essays such as document-based questions (DBQ) and thematic essays.

Apply multiple historical thinking skills* to examine a particular historical problem or question and connect insights from one historical context to another, including the present.








Socratic Seminars

Debates

Role-Playing


Timed Writing


Themes American Diversity: The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the United States.

American Identity: American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American.

Reform: Diverse movements focusing on a range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights, war, public health, and government.

Environment: Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.

Economic Transformations: Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.

Religion: The variety of religious beliefs and practices in America from prehistory to the twentyfirst century; influence of religion on politics, economics, and society.

War and Diplomacy: Armed conflict from the precolonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society.

Culture: Individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history. Popular culture and dimensions of cultural conflict.

Slavery: Systems of slave labor and other unfree labor (indentured servitude, contract labor) in American Indian societies, the Atlantic World, and the American South and West. Economics of slavery and its racial dimensions. Patterns of resistance and long-term effects of slavery.

Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.

Demographic Changes: Changes in birth, marriage, and death rates; life expectancy and family patterns; population and density. Economic, social, and political effects of immigration, internal migration, and migration networks.

Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange.

Curricular Guidelines for European History




Curricular Requirements Instructional Strategies Study relevant factual knowledge about

European history from 1450 to the present to highlight intellectual, cultural, political, diplomatic, social, and economic developments.

Analyze evidence and interpretations presented in historical scholarship.

Analyze and interpret a wide variety of primary sources, such as documentary material, maps, statistical tables, works of art, and pictorial and graphic materials.

Practice writing analytical and interpretive essays such as document-based questions (DBQ) and thematic essays.

Apply multiple historical thinking skills* to examine a particular historical problem or question and connect insights from one historical context to another, including the present.







Socratic Seminars

Debates

Role-Playing


Timed Writing


Curricular Guidelines for Economics





Macroeconomics

Basic economic concepts

Measurement of economic performance

National income and price determination

Financial sector

Inflation, unemployment, and stabilization policies

Economic growth and productivity

Open economy: international trade and finance

The course promotes the understanding of aggregate economic activity; the utilization of resources within and across countries; and the critical evaluation of determinants of economic progress and economic decisions made by policymakers.

The course teaches how to generate, interpret, label, and analyze graphs, charts, and data to describe and explain economic concepts.

Write analytical and interpretive essays frequently.

Microeconomics

Basic economic concepts

The nature and functions of product markets

Factor markets

Market failure and the role of government

The course promotes understanding of economic decision making and its factors, such as marginal analysis and opportunity costs.

The course teaches how to generate, interpret, label, and analyze graphs, charts, and data to describe and explain economic concepts.








Socratic Seminars

Debates

Role-Playing


Timed Writing


Curricular Guidelines for Government





U.S. Government

Analyze and interpret data and information relevant to U.S. government and politics.

Constitutional Underpinnings of United States Government

Political Beliefs and Political Behaviors

Political Parties, Interest Groups, and Mass Media

Institutions of National Government

Public Policy

Civil Rights and Civil Liberties

The course includes supplemental readings, including primary source materials and contemporary news analyses that strengthen student understanding of the curriculum.


Comparative Government

Six countries form the core: China, Great Britain, Iran, Mexico, Nigeria, and Russia. The course uses concrete examples from these six countries, including contemporary political changes, to illustrate the six major content areas of the course.

Introduction to Comparative Politics

Sovereignty, Authority, and Power

Political Institutions

Citizens, Society, and the State

Political and Economic Change

Public Policy

Compare and contrast political institutions and processes across countries and to derive generalizations.

Analyze and interpret data relevant to comparative government and politics.


The course includes supplemental readings, including primary source materials and contemporary news analyses, that strengthen student understanding of the curriculum.







Socratic Seminars

Debates

Role-Playing


Timed Writing


Curricular Guidelines for Psychology





As relevant to each content area, the course provides instruction in empirically supported psychological facts, research findings, terminology, associated phenomena, major figures, perspectives, and psychological experiments. o History and Approaches o Research Methods o Biological Bases of Behavior o Sensation and Perception o States of Consciousness o Learning o Cognition o Motivation and Emotion o Developmental Psychology o Personality o Testing and Individual Differences o Abnormal Psychology o Treatment of Psychological Disorders o Social Psychology

The course teaches ethics and research methods used in psychological science and practice.

Scientific Method

Simulations

Beliefs and Values Continuums

Research methods o Experimental method and issues of sampling and

controls o Causation vs. Correlation o Correlational methods including descriptive

methods, naturalistic observation, and surveys

Statistics o Descriptive statistics o Measures of central tendency o Variability o Correlation coefficients o Statistical significance

Methods of study o Longitudinal o Crosssectional o Self reports o Naturalistic observation o Experimental o Clinical o Inventories

Case Studies

Data Collection and Graphing using Excel


Half-Page Solutions

Graphic Organizers

Foldables


Socratic Seminars


Timed Writing

AP Social Studies Vertical Team Strategies

APPARTS

OPTIC

WORDY

W O R D Y

Wo

rds

Ob

ject

s

Rel

atio

nsh

ips

Det

ails

Yo

ur

Po

siti

on


1.Definition 2. Examples 3. Historical Significance 4. General Significance

1

2

3

4

PEGS

Politics Economics

Geographic Social

PERSIA

Political

Economic

Religious

Social

Intellectual

Area (geography)

Cornell Notes

Ke

y P

oin

ts

Notes on Key Points

Summary Space

Organize many ideas into meaningful structure for studying.

SOAPS

Subject

Occasion

Audience

Purpose

Speaker

DIPS

Description Illustration

People Significance

Areas of Influence Areas of Impact

What has the most direct, less

direct, and least direct

influence/impact on _____?

Cause/Effect/Implication

Author

Place/Time

Prior Knowledge

Audience

Reason

The Main Idea

Significance

Overview Parts Title Inter-

relationships Conclusions

Concept

Historical Thinking Skills

Crafting Historical Arguments from Historical Evidence Chronological Reasoning

Historical argumentation: Historical thinking involves the ability to define and frame a question about the past and to address that question by constructing an argument. A plausible and persuasive argument requires a clear, comprehensive and analytical thesis, supported by relevant historical evidence — not simply evidence that supports a preferred or preconceived position. Additionally, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence.

Appropriate use of relevant historical evidence: Historical thinking involves the ability to identify, describe, and evaluate evidence about the past from diverse sources (including written documents, works of art, archaeological artifacts, oral traditions and other primary sources), with respect to content, authorship, purpose, format and audience.

Historical thinking involves the ability to extract useful information, make supportable inferences, and draw appropriate conclusions from historical evidence.

Historical thinking involves the ability to understand such evidence in its context, recognize its limitations, and assess the points of view that it reflects.

Historical causation: Historical thinking involves the ability to identify, analyze, and evaluate multiple cause-and-effect relationships in a historical context, distinguishing between the long-term and proximate.

Patterns of continuity and change over time: Historical thinking involves the ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of varying lengths, as well as relating these patterns to larger historical processes or themes.

Periodization: Historical thinking involves the ability to describe, analyze, evaluate, and construct models of historical periodization that historians use to categorize events into discrete blocks and to identify turning points, recognizing that the choice of specific dates favors one narrative, region or group over another narrative, region or group; therefore, changing the periodization can change a historical narrative. Moreover, the particular circumstances and contexts in which individual historians work and write shape their interpretations and models of past events. (See next page for periodization themes.)

Comparison and Contextualization Historical Interpretation and Synthesis

Comparison: Historical thinking involves the ability to describe, compare, and evaluate, in various chronological and geographical contexts, multiple historical developments within one society and one or more development across or between different societies.

Historical thinking also involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience.

Contextualization: Historical thinking involves the ability to connect historical developments to specific circumstances in time and place, and to broader regional, national or global processes.

Interpretation: Historical thinking involves the ability to describe, analyze, evaluate and create diverse interpretations of the past — as revealed through primary and secondary historical sources — by analyzing evidence, reasoning, contexts, points of view, and frames of reference.

Synthesis: Historical thinking involves the ability to arrive at meaningful and persuasive understandings of the past by applying all the other historical thinking skills, by drawing appropriately on ideas from different fields of inquiry or disciplines and by creatively fusing disparate, relevant (and perhaps contradictory) evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present.

Periodization Themes

Intellectual and Cultural History Changes in religious thought and

institutions Secularization of learning and

culture Scientific and technological

developments and their consequences

Major trends in literature and the arts

Intellectual and cultural developments and their relationship to social values and political events

Developments in social, economic, and political thought, including ideologies characterized as “-isms,” such as socialism, liberalism, nationalism

Developments in literacy, education, and communication

The diffusion of new intellectual concepts among different social groups

Changes in elite and popular culture, such as the development of new attitudes toward religion, the family, work, and ritual

Impact of global expansion on European culture

Political and Diplomatic History The rise and functioning of the

modern state in its various forms Relations between Europe and

other parts of the world: colonialism, imperialism, decolonization, and global interdependence

The evolution of political elites and the development of political parties, ideologies, and other forms of mass politics

The extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority political persecutions

The growth and changing forms of nationalism

Forms of political protest, reform, and revolution

Relationship between domestic and foreign policies

Efforts to restrain conflict: treaties, balance-of-power diplomacy, and international organizations

War and civil conflict: origins, developments, technology, and their consequences

Social and Economic History

The character of and changes in agricultural production and organization

The role of urbanization in transforming cultural values and social relationships

The shift in social structures from hierarchical orders to modern social classes: the changing distribution of wealth and poverty

The influence of sanitation and health care practices on society; food supply, diet, famine, disease, and their impact

The development of commercial practices, patterns of mass production and consumption, and their economic and social impact

Changing definitions of and attitudes toward social groups, classes, races, and ethnicities within and outside Europe

The origins, development, and consequences of industrialization

Changes in the demographic structure and reproductive patterns of Europeans: causes and consequences

Gender roles and their influence on work, social structure, family structure, and interest group formation

The growth of competition and interdependence in national and world markets

Private and state roles in economic activity

Independent Study and Research Alignment of Research Process with Content Area TEKS www.texaspsp.org/resources/colef.php?p=2 Provides a continuum of learning experiences using the TEKS in each content area with each step in the research process. Teacher Toolkit: Teaching Research Skills http://www.texaspsp.org/toolkit/GT_Teacher_Toolkit.html The toolkit includes links to Web sites and documents that provide background information on knowledge formation, specific resources for the four core content areas, tips for differentiating instruction for gifted learners, techniques for conducting research, and sample scope and sequence documents. Targets GT students but appropriate for all students. A Suggested Scaffolding of Research Skills http://www.texaspsp.org/toolkit/documents/Research_TEKS.pdf This document shows a scaffolding of TEKS research skills across the elementary, middle, and high school levels. Research Skills http://www.infoplease.com/homework/researchskills1.html A student-friendly walkthrough of each step in the research process. Steps in the Research Process http://owl.english.purdue.edu/owl/resource/658/01/ Detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources. Finding Primary and Secondary Sources www.uwc.utexas.edu/node/146 University of Texas’ Writing Center’s explanation of primary and secondary sources. Developing Research Proposals http://des.emory.edu/mfp/proposal.html Documenting and Citing Sources http://www.lib.utexas.edu/noodlebib/ Online tool for creating a bibliography in MLA, APA, Chicago, or Tiburon formats. Virgil Interactive Writing Consultant http://projects.uwc.utexas.edu/virgil/ This site allows students to tailor the content based on their individual needs in the research process. Plagiarism Tutorial http://www.lib.utexas.edu/services/instruction/learningmodules/plagiarism/ University of Texas interactive plagiarism tutorial. Texas Performance Standards Project www.texaspsp.org/resources/gts.php?p=2 Guides to Success for engaging in research tasks that are supported for GT students by the Texas Education Agency.

http://www.texaspsp.org/resources/colef.php?p=2

http://www.texaspsp.org/toolkit/GT_Teacher_Toolkit.html

http://www.texaspsp.org/toolkit/documents/Research_TEKS.pdf

http://www.infoplease.com/homework/researchskills1.html

http://owl.english.purdue.edu/owl/resource/658/01/

http://www.uwc.utexas.edu/node/146

http://des.emory.edu/mfp/proposal.html

http://www.lib.utexas.edu/noodlebib/

http://projects.uwc.utexas.edu/virgil/

http://www.lib.utexas.edu/services/instruction/learningmodules/plagiarism/

http://www.texaspsp.org/resources/gts.php?p=2

Resources Advanced Academic Services Teacher Resources

Online location for Pre-AP and AP teacher resources. www.austinschools.org/curriculum/

AP Course Audit Tutorial

Digital presentation explaining the AP Course Audit process for teachers newly assigned an AP course.

http://archive.austinisd.org/academics/curriculum/gt/AP_Course_Audit/player.html

Teacher Corner for Pre-AP

This website contains information and teaching tips for Pre-AP courses. Visit the Course Home Pages for additional

information about each AP course, the Teachers' Resources area for reviews of teaching materials, and the Exam

Questions pages for detailed information about each exam.

http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/index.html

Pre-AP Resource Banks

The Pre-AP Resource Banks are content specific for grades 6-10. Each bank is a PDF portfolio of strategies that teachers

can adapt to any given lesson. http://www.austinschools.org/curriculum/adv_ac/preAP/curriculum.html

AP Course Guides

The AP Course Guides provide the most up-to-date information about each course and exam and are published by the

College Board. These course guides are helpful for the Vertical Team as they outline the capstone course’s expectation.

http://www.austinschools.org/curriculum/adv_ac/AP/curriculum.html

AISD AP Connect

The purpose of this professional social network is for AISD Pre-PA and AP teachers to make connections with their colleagues. Within the social network are content area groups that teachers may join. http://grou.ps/aisdconnect College Board Electronic Discussion Group

AP Central offers Web-based threaded discussion groups for many AP courses and roles. This feature gives you the

ability to post and view messages online for the discussion group.

http://apcentral.collegeboard.com/apc/public/homepage/7173.html

AP Digest

The AP Digest is a one- to two-page newsletter to support Pre-AP and AP students and teachers. They are written for

teachers to share with students and focus on a variety of topics such as improving vocabulary, study tips, memory aids,

and media literacy. http://archive.austinisd.org/academics/curriculum/gt/ap.phtml

Online Score Reports for Campuses

Log in required. Access a wide variety of reports regarding student performance on AP exams.

https://scores.collegeboard.com/pawra/home.action

http://www.austinschools.org/curriculum/

http://archive.austinisd.org/academics/curriculum/gt/AP_Course_Audit/player.html

http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/index.html

http://www.austinschools.org/curriculum/adv_ac/preAP/curriculum.html

http://www.austinschools.org/curriculum/adv_ac/AP/curriculum.html

http://grou.ps/aisdconnect

http://apcentral.collegeboard.com/apc/public/homepage/7173.html

http://archive.austinisd.org/academics/curriculum/gt/ap.phtml

https://scores.collegeboard.com/pawra/home.action

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