The AP English Literature and Composition course is designed with the goal of enhancing students’ abilities to explore, comprehend, interpret, evaluate, and appreciate complex literary texts. Upon completion of this course a student should be proficient in discussing literature of varied themes, historical contexts, and genres whether it be in an on-demand, timed writing prompt, an in-depth, scrutinized, and revised essay, or in class discussion.

Students entering this course must have the initial expectation that they will read, contemplate, and write about literature extensively. We will write an essay every couple weeks (in analytical, argumentative, and expositional forms) and will read every day (novels, creative nonfiction, short stories, and poems). They must be willing to challenge and justify their understandings, attempt to see other perspectives, and discuss in a mature and lively manner.

As this course also has the goal of preparing all students to pass the AP English Literature and composition exam, it operates in accordance with the information contained in the latest AP English Literature course description (which I ensure by reviewing it at least once per academic year). The course features practice for both free response and multiple choice portions of the test. We attempt to scaffold students’ on demand close reading and writing abilities by repeated practice, group scoring, feedback, and reflection on a variety of sample AP-styled questions and prompts.

Students in this workshop will begin with a broad overview of AP English Literature curricula, and will proceed to examine effective strategies to read and respond to each of the major literary genres. Examples of both familiar canonical texts and works by emerging writers will provide platforms for discussion and collaboration, as students experience and develop practicing methods and materials.

Rather than focus on preparing “to” the AP examination, the workshop will encourage students to prepare “with” it. Even though the workshop is devoted to Advanced Placement, students will find that its approaches and materials are readily adaptable to all levels.

2019 TEST DATE, WEDNESDAY (AM), MAY 8, 2019

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The course is designed to provide students with a college level experience and the analytical skills and knowledge necessary to prepare them for the AP College Board United States History test in May. The course will examine the growth of the American Republic from its pre-European peoples to present day. The course topics will include colonial America, Revolutionary America, Jeffersonian and Hamiltonian ideology, Jacksonian Democracy, Manifest Destiny, Imperialism, Progressivism, the New Deal, World Wars I & II, the Cold War Era, and Modern America. The course will be divided into time periods and focus on major themes in US History including the social, political, economic, and cultural history.

The course will be a combination of lectures and discussion based upon assigned text readings in addition to teacher provided journal articles, current news events, primary source material, tests, essays, quizzes, and supplementary materials. Further, students will have to analyze and be tested on maps and graphs and other forms of visually presented information.

This workshop is designed for both new and experienced teachers and will focus on the recently redesigned AP US History course and exam. The new curriculum framework establishes a specific set of historical thinking skills and thematic learning objectives which helps teachers organize the content starting in 1491 and ending in the present. The workshop will explore best practices for bringing together skills, themes, and content in the classroom and will provide opportunities for students to work with peers, share ideas, lessons, and best practices. Teachers will learn how they have more freedom to develop courses that challenge their students in their schools.

In addition, the exam includes a new style of multiple choice questions, short answers, a long essay, and a document-based question. Released exam items will be available as models for students who will design appropriate lessons using their own instructional materials. Students may also adapt or create course syllabi that reflect the new course design.

2019 TEST DATE, FRIDAY (AM), MAY 10, 2019

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AP World History focuses on developing students’ abilities to think conceptually about world history from approximately 8000 BCE to the present and apply historical thinking skills as they learn about the past. Five themes of equal importance — focusing on the environment, cultures, state-building, economic systems, and social structures — provide areas of historical inquiry for investigation throughout the course. AP World History encompasses the history of the five major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania, with special focus on historical developments and processes that cross multiple regions.

The institute will provide students with an overview of the course including content, skills, and AP strategies. We will review the new course changes, as well as work to develop materials on teaching the historical thinking skills. Both instructors believe that AP world history is best taught through interactive strategies so students will be actively engaged in doing world history during the institute through discussions, simulations and group activities, similar to what you might choose to do in your classroom. They will share world history content and resources, as well as model lesson plans. Working with AP sample essays, the session will discuss effective teaching techniques for AP essay writing and for AP test-taking. In addition, they will provide tips on how to add new case studies that address less well known topics and challenging subject matter from the required curriculum frameworks to your courses in time efficient ways.

2019 TEST DATE, THURSDAY (AM), MAY 16, 2019

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Suggested Time Line of Pre-Debate Activities

Listed below are processes and techniques that enhance debate skills.

With a slight of emphasis students will become stronger in the skills they need to be successful and strong debaters.

• Autumn-winter
  NSDA 3场比赛 (青岛/济南、杭州/宁波、上海)
• Spring-summer
  NSDA 3场比赛 (青岛/济南、杭州/宁波、上海)

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