AP U.S. History AP U.S. History WorkshopWorkshop

The 2010 AP ReadingThe 2010 AP Reading

February 25, 2011February 25, 2011

Presenter InformationPresenter Information

Mike NanceMike NanceAlpharetta HSAlpharetta HSnance@fultonschools.orgnance@fultonschools.orghttp://www2.fultonschools.org/teacher/http://www2.fultonschools.org/teacher/

nance/nance/

Online Score ReportingOnline Score Reporting

My AP U.S. Instructional Planning RepMy AP U.S. Instructional Planning Reportort

UsesUses

Why become a Reader?Why become a Reader?The top six reasonsThe top six reasons

#6: Earning Continuing Education Units #6: Earning Continuing Education Units (CEUs) and professional development (CEUs) and professional development hours.hours.

#5: Grading the exam responses of the #5: Grading the exam responses of the world's brightest students - and others!world's brightest students - and others!

#4: Practicing how to use a rubric #4: Practicing how to use a rubric consistently, (which can make you better consistently, (which can make you better at scoring your own students' essays) at scoring your own students' essays)

#3: Establishing friendships and a #3: Establishing friendships and a countrywide network of faculty members countrywide network of faculty members

#2: Exchanging ideas among faculty and #2: Exchanging ideas among faculty and AP Development committee members AP Development committee members

And the #1 reason to And the #1 reason to become an AP Reader…become an AP Reader…

$ Readers are paid!Readers are paid!

AP U.S. History Exam FormatAP U.S. History Exam Format

80 item multiple choice exam80 item multiple choice exam One Document Based Essay (DBQ)One Document Based Essay (DBQ) Two “Free Response” essays, one of two Two “Free Response” essays, one of two

questions in two partsquestions in two parts

The 2010 AP U.S. ExamThe 2010 AP U.S. Exam

The DBQThe DBQ In what ways did ideas and values held by In what ways did ideas and values held by

Puritans influence the political, economic, and Puritans influence the political, economic, and social development of the New England social development of the New England colonies from 1630 through the 1660s?colonies from 1630 through the 1660s?

10 documents, A-J10 documents, A-J InstructionsInstructions

Coherent essayCoherent essay Document interpretationDocument interpretation Outside informationOutside information

What did the question require?What did the question require?

Knowledge of Puritan settlement in Knowledge of Puritan settlement in New England, 1630-1660, esp. New England, 1630-1660, esp. political, economic and social political, economic and social developmentdevelopment

Ability to interpret and apply Ability to interpret and apply documentsdocuments

Recall of relevant outside dataRecall of relevant outside data

How did students perform?How did students perform?

3.4 average on 0-9 scale (not bad)3.4 average on 0-9 scale (not bad) Most essays were long; most used nearly Most essays were long; most used nearly

all of the documentsall of the documents Most dealt exclusively with the documents, Most dealt exclusively with the documents,

i.e., no outside informationi.e., no outside information Many had the “big four”: Mission, Williams, Many had the “big four”: Mission, Williams,

HutchisonHutchison

How did students perform?How did students perform?

Most could use documents to some Most could use documents to some extentextent

No one document caused problems No one document caused problems (Doc. G and H most often).(Doc. G and H most often).

Most were descriptive, not analyticalMost were descriptive, not analytical

More on the 2010 DBQMore on the 2010 DBQ

Documents were often quoted: Documents were often quoted: OUCH!OUCH!

Economics was weakest of the three Economics was weakest of the three (many erred on doc. H)(many erred on doc. H)

Some tried to compare NE w/ other Some tried to compare NE w/ other regions (1993 DBQ)regions (1993 DBQ)

Did Your Students Say…Did Your Students Say…

““Puritans also can tolerate any Puritans also can tolerate any religion… except his own.”religion… except his own.”

““what extreme measures were what extreme measures were taken to vanquish anything taken to vanquish anything believed to be evil or believed to be evil or contemplating with satin”contemplating with satin”

Did Your Students Say…Did Your Students Say…

““Although Puritan principles did Although Puritan principles did have a resonating effect on the have a resonating effect on the New England region, the Puritan New England region, the Puritan axioms themselves are innately axioms themselves are innately controversial in the sense that controversial in the sense that some fortified the mother colony, some fortified the mother colony, Massachusetts, while others, Massachusetts, while others, unequivocally, were a cogent force unequivocally, were a cogent force in the formation of schisms.”in the formation of schisms.”

DBQ Samples and ScoringDBQ Samples and Scoring

The rubricThe rubricThe Documents: Information and The Documents: Information and

InferenceInferenceOutside InformationOutside Information

Three SamplesThree Samples

1A1A1B1B1C1C

Teaching Students to “do” the Teaching Students to “do” the DBQDBQ

My DBQ practice instructionsMy DBQ practice instructions Why this way?Why this way?

Most DBQ topics are “common knowledge”Most DBQ topics are “common knowledge” Too many kids start with “In document A” and Too many kids start with “In document A” and

finish with “In document J…”finish with “In document J…” Better chance of having a unique introductionBetter chance of having a unique introduction

How many kids are taking the test?How many kids are taking the test? How many 2010 DBQ’s started with “Puritan ideas How many 2010 DBQ’s started with “Puritan ideas

and values influenced the social, political…”?and values influenced the social, political…”?

Question 4Question 4

Analyze the roles that women played Analyze the roles that women played in Progressive Era reforms from the in Progressive Era reforms from the 1880s through 1920. Focus your 1880s through 1920. Focus your essay on TWO of the following.essay on TWO of the following.PoliticsPoliticsSocial conditionsSocial conditionsLabor and working conditionsLabor and working conditions

What did the question require?What did the question require?

Analysis of the roles of womenAnalysis of the roles of womenTwo of three topicsTwo of three topicsDraw conclusionsDraw conclusions

How did students perform?How did students perform?

2.86 on 9 point scale2.86 on 9 point scaleWide range of answersWide range of answers

Very broad and vague to specific and Very broad and vague to specific and analyticalanalytical

More specifics on political and social More specifics on political and social than labor/working conditionsthan labor/working conditions

How did students perform?How did students perform?

Common errorsCommon errorsProgressive reforms v. role of womenProgressive reforms v. role of womenChronologically challenged:Chronologically challenged:

Lowell girlsLowell girlsDorothea DixDorothea DixFlappersFlappersSeneca FallsSeneca Falls

did your student say this?did your student say this?

““In the early days, women were In the early days, women were not allowed.”not allowed.”

Did your student say this?Did your student say this?

““As everyone remembers, everyone saw a As everyone remembers, everyone saw a woman people looked up to, the beloved woman people looked up to, the beloved Hillary Clinton, break down into tears. That Hillary Clinton, break down into tears. That day will live in infamy. Men were proven day will live in infamy. Men were proven right; a woman could never have the right; a woman could never have the power, strength or mind to rule the world. power, strength or mind to rule the world. Menstrual cycles, emotions, etc., would Menstrual cycles, emotions, etc., would just continue to get in the way. Susan B. just continue to get in the way. Susan B. Anthony worked to gain suffrage at Anthony worked to gain suffrage at Seneca Falls, but through one woman Seneca Falls, but through one woman women’s suffrage will forever be women’s suffrage will forever be questioned.”questioned.”

No, I’m not kidding…No, I’m not kidding…

Did your student say this?Did your student say this?

““Crawling into small spaces with Crawling into small spaces with no air everyday affected the no air everyday affected the children physically and ruined children physically and ruined their childhood.”their childhood.”

New History!New History! In one essay – in orderIn one essay – in order

FlappersFlappers Seneca FallsSeneca Falls Anti-saloon LeagueAnti-saloon League ERA and the Declaration of SentimentsERA and the Declaration of Sentiments Abagail AdamsAbagail Adams Claribel (Clara Bow??)Claribel (Clara Bow??) Vietnam and Rosie the RiveterVietnam and Rosie the Riveter Republican motherhoodRepublican motherhood Clarence Thomas, “originally a feminist”Clarence Thomas, “originally a feminist” Anne Hutchison and utopian communitiesAnne Hutchison and utopian communities NOWNOW National Womens’ Political caucusNational Womens’ Political caucus The Grimke Sisters and Rosa ParksThe Grimke Sisters and Rosa Parks Harriet Tubman and Native AmericansHarriet Tubman and Native Americans

Lessons from the AP ReadingLessons from the AP Reading

Emphasize explicitly addressing the terms Emphasize explicitly addressing the terms of the question (start w/ reading the of the question (start w/ reading the question carefully)question carefully)

Use chronological and thematic reviewsUse chronological and thematic reviews Emphasize the time period of the questionEmphasize the time period of the question

Why did the CB choose this period?Why did the CB choose this period? What’s “in” v. what’s “out”?What’s “in” v. what’s “out”?

Improving Student WritingImproving Student Writing

Teach student to make outlines: A Teach student to make outlines: A vanishing art!vanishing art!

Teach students the principal “question Teach students the principal “question terms”terms” AnalyzeAnalyze AssessAssess EvaluateEvaluate To what extentTo what extent Assess the extent to whichAssess the extent to which Discuss, focus, considerDiscuss, focus, consider

Improving Student WritingImproving Student Writing

Force students to address the key Force students to address the key elements of the questionelements of the questionThe bulleted pointsThe bulleted pointsConsensus and conformityConsensus and conformityEffectiveness and successEffectiveness and successSuccesses and failuresSuccesses and failuresChanges and consequencesChanges and consequencesCompare and contrast responsesCompare and contrast responses

Improving Student WritingImproving Student Writing

Force students to pay attention to Force students to pay attention to the time period (some recent the time period (some recent examples)examples)1945-19751945-19751775-18001775-18001816/20-18611816/20-18611928-19481928-1948

Ask them to brainstorm periods Ask them to brainstorm periods occasionallyoccasionally

Improving Student WritingImproving Student Writing

Teach students the key concepts Teach students the key concepts they must knowthey must knowNew SouthNew SouthMarket RevolutionMarket RevolutionGreat AwakeningGreat AwakeningRebellionsRebellionsLaborLaborImmigrantsImmigrantsWomenWomen

Improving Student WritingImproving Student Writing

Be PositiveBe PositiveStress success on the ExamStress success on the ExamStructure your assessments around Structure your assessments around

the Examthe ExamGive students the essay questions in Give students the essay questions in

advance (they are all on AP Central advance (they are all on AP Central anyway!)anyway!)

Use a rubric to score themUse a rubric to score them

Use student samplesUse student samples

Have students critique samples Have students critique samples Use the samples on AP Central, good Use the samples on AP Central, good

and badand badUse your own student papers (cautiously Use your own student papers (cautiously

and with permission) and with permission) use last year’s classes (you can get your use last year’s classes (you can get your

booklets from ETS).booklets from ETS).Require students to revise their own Require students to revise their own

essaysessays

My Best PracticesMy Best Practices

Mystery – the DBQ GameMystery – the DBQ GameDiscussion GroupDiscussion GroupEssay Prep w/ documentsEssay Prep w/ documentsTeaching with CartoonsTeaching with Cartoons