Requirements
Schedule
- Monday, Day 1
- We address equity and access in the AP® program. We will review the required skills and content in the Curriculum and Exam Description (CED), including the 9 Foundational Documents and the 15 required Supreme Court cases. We will discuss the requirements for completing the AP® Course Audit. We will also review the types of questions that will appear on the AP® Exam
- In groups, we will engage in a lesson to help students understand the connection between democratic ideals and the Declaration of Independence. We will discuss how to incorporate current events into your classroom. We will also examine the concept application free response question.
- For teachers new to the course: Begin planning your course for the semester or year. Lay out a general plan for teaching each unit, including plans to review for the AP Exam (if you teach a year-long course). This plan will be due at the end of the AP Institute.
- For those who have taught the course: Prepare two lesson plans to share with the class in Google Drive. One lesson plan should address a foundational document. Another lesson plan should address at least one of the required Supreme Court cases. This can be a new lesson or something you have used before. Please provide your colleagues with very specific instructions, because we will not have the time to present the lesson synchronously.
- Tuesday, Day 2
- In groups, we will focus on the quantitative analysis portion of the AP® exam. We will review a lesson about the use of polling data in the 2020 presidential election. Will we examine sources of quantitative data, including pollingreport.com, Real Clear Politics, and the Fivethirtyeight website.
- We will discuss ways to engage students in active learning, including an Electoral College game, examining media bias, and examining data from the Open Secrets website.
- Options for Asynchronous Instruction (2 hours)
- For teachers new to the course: Begin planning your course for the semester or year. Lay out a general plan for teaching each unit, including plans to review for the AP® Exam (if you teach a year-long course). This plan will be due at the end of the AP Institute.
- For those who have taught the course: Prepare two lesson plans to share with the class in Google Drive. One lesson plan should address a foundational document. Another lesson plan should address at least one of the required Supreme Court cases. This can be a new lesson or something you have used before. Please provide your colleagues with very specific instructions, because we will not have the time to present the lesson synchronously.
- Wednesday, Day 3
- We will focus on the SCOTUS question. In groups, we will engage in a moot court argument involving United States v. Lopez (1995), one of the required Supreme Court cases. We will examine the first 2022 SCOTUS question.
- We will examine the second 2022 SCOTUS question. We will review a lesson that allows students to build their own SCOTUS question. We will build our own SCOTUS question to share with the class.
- Options for Asynchronous Instruction (2 hours)
- Continue reading the foundational documents and syllabi of the Supreme Court cases and plan how to teach them to your students.
- Continue work on course pacing guide or lesson plan sharing.
- Watch the introduction to AP® Classroom on the College Board®’s YouTube channel.
- Thursday, Day 4
- Lessons will address the strategies and pedagogical tools useful in teaching students how to tackle the argumentation question. We will review lessons to help students understand and build their own SCOTUS and argument questions. We will discuss ways to engage students in active learning, including a mock congress, a one-pager about Letter from a Birmingham Jail, and instructions for making a Bill of Rights video.
- We will examine the resources available at AP® Classroom.
- Options for Asynchronous Instruction (2 hours)
- Continue reading the foundational documents and syllabi of the Supreme Court cases and plan how to teach them to your students.
- Continue to work on course pacing guide or lesson plan sharing.
- Finalize and submit lesson plans (for experienced teachers) or plans for course pacing and AP® exam review (for teachers new to the course).
- Friday, Day 5
- In groups, we will examine the multiple-choice portion of the exam. We will discuss how to use the Instructional Planning Reports to evaluate and improve student understanding and performance.
- We will discuss what to do after the AP® exam, including creating a board game and a fund raising project for charity. This is an opportunity to ask any remaining questions you may have, share lesson plans and ideas for using resources, and wrap up the course.
