Ten Things to Consider When Teaching AP U.S. History

Autor/in	Libresco, Andrea S.
Titel	Ten Things to Consider When Teaching AP U.S. History
Quelle	In: Social Education, 77 (2013) 5, S.260-262 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Advanced Placement; Creativity; Thinking Skills; Cognitive Processes; Learning Activities; History Instruction; United States History; High Schools; Social Studies; Teacher Role; English Instruction; Teacher Collaboration; Teacher Competencies; Faculty Development; Textbook Selection; Reading Assignments; Reading Material Selection; Reading Skills; Writing Skills; Notetaking; Planning; Questioning Techniques; Films; Documentaries + Suchen Sie Ihr Suchwort? Kreativität; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Lernaktivität; History lessons; Geschichtsunterricht; High school; Oberschule; Gemeinschaftskunde; Lehrerrolle; English langauage lessons; Englischunterricht; Lehrerkooperation; Lehrkunst; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Ablaufplanung; Planungsprozess; Befragungstechnik; Fragetechnik; Film; Documentary film; Documentary films; Dokumentarfilm
Abstract	This article describes 10 recommendations for creativity, higher-order thinking, and meaningful learning activities that can be used to guide teachers in constructing an engaging AP course: (1) Be on the committee that decides how students will be selected for AP; (2) Maximize time and connections through blocks of time with an English colleague; (3) Take an AP prep course; (4) When the budget allows you to purchase a new book, examine a lot of texts before selecting one; (5) Select outside readings that address historiography and give students opportunities to explore competing explanations for historical phenomena; (6) Assume that students need to acquire good reading, outlining, and note-taking skills and allot time throughout the course to address these needs; (7) Plan your course around essential questions--upper level, over-arching questions, worthy of discussion; (8) Make use of documentaries and feature films; (9) Assign a process paper as part of the research paper experience; and (10) Create engaging, varied assignments that put the onus on students to employ documents and content in the service of historical analysis. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10