World History
Instructor: Anton Striegl

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Anton Striegl lives in Long Beach, California. He received his Bachelors degree and teaching credential from California State University, Long Beach. At CSULB Anton was introduced to a strong program of Global World History, led by former AP* WORLD Chief Reader, Dr. Ken Curtis, and Professor Tim Keirn. Over the past 10 years, Anton has maintained strong ties to the University and used that experience to help build successful AP* World History programs in Long Beach, Compton, and now Santa Ana. Anton currently teaches AP* World History at Orange County High School of the Arts in Santa Ana California and he also teaches a course in the Teacher Training program at CSULB.

Anton brings a broad knowledge of the AP* Curriculum to his workshops. He has taught AP* U.S. History, AP* European History, and AP* World History over the past 12 years. Anton has experience as an exam reader for AP* European History, as well as AP* World History, where he is a table leader. Anton has also had the unique opportunity to participate in the process of sample selection and rubric setting at the AP* World History Exam reading over the past 8 years. This background in AP*, global world history, and teaching strategies informs the curriculum of this AP* World History session.

You can email Anton at astriegl@csulb.edu

2012 Session Outline

AP* World History is a very rewarding but challenging course! Because it has been conceived very recently, it is full of the latest ideas in the areas of both historical content and skills of historical thinking. The broad scope of the course challenges the content knowledge of many teachers. The natural home of the course, in the sophomore year of high school, also challenges teachers to train young minds to succeed in developing the skills of historical thinking. This four day session will guide teachers to design their course for success in these challenging areas. First, we will examine the course requirements in the areas of content, skills, and pacing. As part of this process, we will explore the teaching of writing for history, using past AP* World History exam materials as our guide. After gaining a thorough understanding of the course and the exam, we will set out to design and refine our courses to meet the varying needs of our students. This can be an extremely rewarding course for both teacher and student. This session will provide the framework to explore, develop, and enjoy our teaching of global world history.

Tuesday, June 26
What is AP World History?

• Introductions and personalizing our experience for the week.
• DISCUSSION:
  • What is History? How do Historians know the past?
  • What is the 2012 re-design?
  • MANTRA = “Less is More!” aka "Dare to Omit"
• Overview the new REDESIGNED course for 2012.
  • Philosophy of the new course.
  • New course outline and teacher choice.
  • How does the Re-design impact the exam?
• Analyze new types of MC Questions
• Course Audit Overview
  • Process/Timeline.
  • New course outline and teacher choice.
  • 15 Requirements and the detailed guide that makes syllabus revision easy.

• Unit Planning: Getting Beyond the grand Narrative/Unit 1 & 2 Content
  • Components of a good unit.
  • Suggested Course Pacing for year.
• Establishing the Big Picture and Teaching Themes
  • Establishing the main story line quickly and using class-time to practice skills.
  • Customized Depth and Complexity Icons
  • Using Secondary Sources
• David Christian Article and other secondary sources.
• Grading the Continuity and Change Essay.

• Brief Content Seminar: Units 3 & 4.
  • Creating ad Teaching with Diagrams
    • Concept of Thinking Tools
    • Creating diagrams throughout the course.
  • Problem Solving and Critical Thinking.
    • Writing and using essay prompts.
    • Custom rubrics and how to implement them.
    • How to teach essay writing.
• Grading the DBQ.
  • Hands-on exercise
  • Skills
  • Grading
• Teaching the DBQ.
  • DBQ’s per unit, with skills
  • APPARTS
  • Rubrics
  • Reliability – Point out in IMPORTANT DOCS
  • Paragraph frames (To be created)

• Equity in Access
• Content Seminar: Unit 5 and Unit 6.
  • Provide grand narrative
• Grading the Compare and Contrast Essay.
• Lesson ideas based on 5-10 secondary sources.
  • Evaluation of accessible secondary sources.
• Ideas for making secondary sources accessible to high school students.