Online 2020 Workshops | Session 2 | July 6-15

The workshop sessions are small, averaging fewer than 15 participants. Each session is designed to meet the needs of the individual participants to ensure that each teacher returns to the classroom with increased confidence and strategies for success.


The leaders are experienced AP teachers with outstanding reputations in public and private schools. All serve as readers at their respective AP readings and are endorsed by the College Board to lead AP workshops. Many of our consultants are table leaders and members of their respective course’s test development committee.

AP Biology - Online

Instructor: Elizabeth Cowles


Dear Fellow Biology Educator: Welcome to St. Johnsbury Academy during a time when biology is front page news! This online course is designed for teachers who are new to teaching AP Biology and experienced teachers who are looking for information about the changes in curriculum and the new resources which are available. The course will focus on the following: 1) the foundation of AP Biology as articulated in the Curriculum Framework (the four Big Ideas, six Science Practices, etc.), 2) Inquiry-based lab instruction, 3) mentoring students be more successful on the AP Biology Exam. We shall discuss the College Board-instituted changes regarding student course enrollment, formative and summative assessments, laboratory ideas, and the resources that are available for teachers and their students. We will review the many resources available from publishers, science supplies, and research institutions. The new AP Biology Course and Exam Description (CED) is accessible online:

and you will receive a packet with the information. Each participant will share a “best practice” idea of a favorite activity or demonstration. Our online labs will describe the laboratory setup and the analysis of data from the exercises. I look forward to meeting you in July.

AP Calculus AB - Online

Instructor: Brendan Murphy


In this institute participants will experience a complete overview of the new AP Calculus AB curriculum frameworks with emphasis on appropriate use of graphing calculator, content and pacing, and global review for the AP exam. We will also review content and pedagogy in the following topics: related rates, area/volume, differential equations/slope fields, the Fundamental Theorem of Calculus, implicit differentiation, L’Hopital’s Rule and other topics. A special focus on assessment and motivation will help participants incorporate new strategies to build a successful AP Calculus program.


Dear AP Calculus Participant:

Greetings and welcome to the St. Johnsbury AP Summer Institute. If you have never been to St. Johnsbury or Vermont you’re in for a treat!! I’m looking forward to meeting and working with you this summer, and I’m sure you’ll find the experience to be some of the best professional development you’ve ever participated in. I’m a high school math teacher in Bangor, Maine and ran a mentoring program for the Maine Department of Education for new(er) AP Statistics teachers for seven years. I’m an approved AP Calculus Reader and have run summer institutes in AP Calculus, AP Statistics, and Vertical Teams Math. I’ve also taught both AB and BC Calculus as virtual courses for the Maine DOE for the last ten years. I am currently on the AP Calculus Test Development Committee and we’ll talk in about what this committee does and how we put the exams together.


We will review all of the major topics covered under the AP Calculus AB curriculum, the AP Exam, resources, and classroom strategies. Starting in August 2019, the AB Calculus class has a new CED (Course and Exam Description) and we will review this in some detail during the week. Typically we will have a mix of teachers with different levels of experience, which just makes for a better week and classroom discussions. Since the AP Calculus Exam is about 33% calculator active, I will use the TI-83/84 as a teaching tool during the institute. I usually assign a small amount of homework each night, but want to make sure we have plenty of time for bocce and fun.


We will review released Multiple Choice and Free Response questions from the College Board as we review various calculus concepts. If you have a textbook that you will be using, feel free to bring it, if not do not worry about it. Please bring your graphing calculator if you have one, if not I usually bring a few extra calculators which you could borrow during the week. If you have a laptop I encourage you to bring this as well. If you are newer to the calculus you might want to do some review work before our session as this will make the week more enjoyable and productive for you.


The campus is beautiful, the food is excellent, and I am sure we’ll have a great week together. Do not worry if you have not taught the course before, we’ll have some fun and laugh a lot and of course do a lot of productive work during the week.


Feel free to contact me with any questions, concerns, or issues at Good luck with rest of your school year, and I look forward to working with you in July. I’ll see you in Vermont this summer and thanks for selecting St. Johnsbury. Brendan Murphy

AP Calculus BC - Online

Instructor: Vic Levine


This course emphasizes a multi-representational approach to BC Calculus with concepts, results and problems being expressed graphically, numerically, analytically and verbally. Throughout the course, participants will discuss the philosophy of AP Calculus, classroom pedagogy, classroom evaluation, the AP exam scoring, student motivation, and. topics brought up by the participants. A full discussion of infinite series and error analysis will be the first topic covered. All the BC topics will be covered during the week. We will review past exams as well as the free-response questions from the current exam and multiple- choice questions from the most recently released exam. Class discussions will drive much of the class. Participants will leave with many valuable resources. The 2019 Course and Exam Description will be reviewed and discussed, as well as the AP Classroom. Please bring a laptop or tablet, as well as a graphics calculator. All documents will be accessible electronically. There is free WiFi access throughout the St. J. campus.

AP Chemistry - Online

Instructor: Michael Schaab


The curriculum for the AP chemistry program will appear differently starting in the 2019 – 2020 school year. While the new curriculum will continue to focus on the reasoning and inquiry skills that are essential for success at the college level, the course framework will follow a unit sequence that is more in line with textbook sequence and how most teachers currently teach the course. The curricular components (Learning Objectives, Essential Knowledge, Enduring Understandings and Science Practices) remain largely unchanged, but are realigned to the new sequence. Additionally, there are new resources available to AP teachers such as progress checks and a question bank that are designed to aid both students and teachers. We will examine and discuss what has changed and the new resources with an eye toward determining how each teacher may want to make use of the new curriculum and resources.


This summer’s APSI will continue to focus on the “guided inquiry” approach to learning as well as lab work, completing labs from the AP lab manual as well as other lab sources, and discussing strategies for modifying the lecture portion of the course to incorporate more inquiry and emphasize critical thinking and analysis outside the laboratory setting. We will devote time to evaluating a small bank of practice test question, reviewing a released exam aligned to the new curriculum, and redesigning our own questions to be more in line with conceptual objectives. We will discuss and practice activities that include formative assessment, group discussion, presentation, and prediction. We will continue with a fairly robust lab experience in order to examine challenging content and add to our collection of laboratory experiments. Lastly, and most importantly, we will discuss the topics that are most important and of interest to all participants.

AP Chemistry Experienced - Online

Instructor: Marian DeWane


Chemistry participants should be prepared for an intensive overview of the Advanced Placement Chemistry course with particular attention being paid to laboratory work, the structure and content of the AP examination and a number of key curricular areas. We will begin with a brief discussion of the general issues that all AP teachers grapple with including timetable variations, course outlines, resources and the development of a syllabus suitable for the College Board’s Course Audit. The development of the examination rubric, the setting of standards and the process of applying them to the AP examination will be explained by an experienced exam reader. Curricular areas unique to AP Chemistry will be linked to a large variety of previous examination questions. A series of one dozen different laboratory activities will be performed and discussed. Participants can expect an institute focused largely on the inquiry-based approach that is central to the AP Chemistry course. A collaborative approach will be used so come prepared to share favorite demonstrations, lab exercises and other best practices. Teachers will leave with a wealth of knowledge, a stack of textbooks and access to a load of internet-based resources

AP Computer Science A - Online

Instructor: Maria Litvin


The course accommodates participants with different levels of familiarity with Java and OOP. We will study classes and objects, constructors and methods, interfaces and inheritance, strings, arrays and ArrayList, and other topics specified in the AP CS Course Description. We will also review the College Board’s AP materials, work with the “Magpie,” “Pictures,” and “Elevens” labs, recommended by the Development Committee, review the free-response questions from the latest AP CS Exam, and discuss techniques for teaching Java in high school (role play, team projects).

Dear colleague:

I look forward to working with you at the AP Summer Institute in Computer Science A in St. Johnsbury Academy this summer. Our goals of the APSI include learning topics of the AP Computer Science A, based on the new course and exam description (CED updated by the College Board for the academic year 2019-20, and sharing and exploring innovative teaching practices. Whether you are new to Java or someone who taught AP CSA before, you will find our discussions and labs useful while challenging and fun.


Our APSI will involve a great deal of hands-on lab work and classroom discussion.


We will use Oracle’s Java 10 or Java 12 on the computers in the lab:, together with Eclipse IDE on the Windows computers (the software is free). If you plan to use your own Mac or Windows laptop, please bring it with the Java software installed (download the latest versions of Java SE and Eclipse IDE). Instead of Eclipse, you may use any Java IDE of your choice. Information about getting started with Java and which software to download and install is at:


In addition, please “Download student files” ( for Java Methods: Object-Oriented Programming and Data Structures from: (a CD icon is in the shaded right column).


Our textbook is Java Methods: Object-Oriented Programming and Data Structures, 3nd AP Edition, by Maria Litvin & Gary Litvin, Skylight Publishing, 2015. You will receive a copy of this book at the workshop.

To practice writing Java code, do a few exercises suggested at, Practice It Java:, and


College Board’s AP Central website for the AP Computer Science A course is Links to many useful materials are collected at


If you have technical questions or concerns, please e-mail me at


See you in July,


AP English Language and Composition - Online

Instructor: David Jolliffe


Jolliffe’s 2020 Advanced Placement Summer Institute course will focus on five elements:  (a)  with an eye on the Course and Examination Description, designing an effective English Language and Composition course with substantial, appropriate, and assessable learning goals; (b) teaching rhetorical analysis as the primary tool of critical reading; (c) teaching argumentation as the linchpin of academic writing at the post-secondary level; (d) teaching synthesis, the dominant task in post-secondary writing, as a combination of critical reading and argumentation; (e)  by incorporating nonfiction prose and visual artifacts, in “conversation” with fiction, poetry, and drama, forging text-to-text connections. 


Participants should understand that the APSI will not be a “sit and get” experience—Jolliffe doesn’t believe in “drive-by professional development.”  Participants will be examining materials (including some new open-source textbooks), creating and revising syllabi, conducting rhetorical analysis, writing at least rough outlines for argumentative essays, and creating synthesis projects.  There will be lots and lots of sharing of our work throughout the week.


Advanced Preparation

Participants should bring whatever text(s) serve as major foci of instruction in their courses; a copy of the course syllabus, if they have taught the course already; and at least one substantial reading-and-writing assignment/task/project they plan to give their students.


David A. Jolliffe

Professor Emeritus (

Former Chief Reader, Advanced Placement English Language and Composition

Advanced Placement Summer Institute 2020

English Language and Composition


Course Overview


Dear Friends and Colleagues in Advanced Placement English Language and Composition,

I am delighted to have the opportunity to lead an ONLINE course about AP English Language and Composition in an AP Summer Institute during this “challenging time” of 2020. I am confident that we will work together to generate an outstanding course. Please feel free to email me at if you have questions about our plan for the course.


In the following agenda, bulleted topics NOT in italics will be addressed in synchronous sessions, using the learning management system or tools approved by the Institute administrators, and bulleted topics in italics will be addressed in asynchronous sessions, again using the learning management system or tools approved by the Institute administrators. For some of the topics covered in asynchronous sessions, participants will be given ample time to complete tasks beyond the time frame suggested by the topics’ placement in “morning” or “afternoon” sessions.


Day 1, Morning:

  • Introductions: What do people say about teaching AP English Language and Composition?
  • “Truth in advertising”: This APSI is about the course, not just the exam.
  • A review of the new English Language and Composition Course and Examination Description: AP Classroom, Units, Unit Guides, AP Question Bank

Day 1, Afternoon

  • What is rhetoric and why does it sit at the center of AP English Language?
  • What is rhetorical analysis, and how can (and must) students use it on all three free-response questions AND the multiple-choice questions?
  • What are the possible scope and sequence of a rhetoric-based course?
  • A guide to free, open-source textbooks for teaching rhetoric and composition

Day 2, Morning

  • Building a unit focusing on rhs—rhetorical situation in the new CED
  • Extending the rhetorical situation: teaching and analyzing visuals, fiction, poetry, drama, architecture
  • Reporting in: What have you learned so far about developing teaching and learning rhetoric?

Day 2, Afternoon

• Using rhetorical analysis to teach the multiple-choice section

• Writing successful rhetorical analysis responses—great EXAM ANSWERS


Day 3, Morning

• Planning a sequence (or sequences) for an entire semester or entire year: the Inquiry Contract as one possibility.

• Connecting the rhetorical situation to claims and evidence: examining everywhere cle—claims and evidence—shows up in the CED

• Reporting in: generating excellent instruction using current events units and projects


Day 3, Afternoon

• Developing formative assessments: the Personal Progress Checks, the Progress Dashboard, and your own instruments

• Reporting in: Sharing best practices for formative and summative assessment, or how to respond to student work and still have a life

• Connecting rhetorical situation, claims and evidence, and reasoning and organization—back to the CED


Day 4, Morning

• Writing an argument that’s a real ARGUMENTATIVE ESSAY and worthy of rhetorical analysis in its own right: the six-part oration

• Writing your own six-part oration

• Incorporating the EXAM ANSWER-ESSAY distinction in your course


Day 4, Afternoon

• AP/College Board “nuts and bolts”: audit, digital activation, registration

• Building on rhetorical analysis and argument to teach synthesis

• Teaching the “small skills” of synthesis


Day 5, Morning

• Connecting rhetorical situation, claims and evidence, and reasoning and organization to style—examining stl in the new CED

• The best way to teach grammar and style: Bernie Phelan’s eight principles of sentence architecture

• Brainstorming pedagogy on syntactic maturity and vocabulary enrichment

• Reporting in: Generating excellent instruction on style and vocabulary


Day 5, Afternoon


AP English Literature and Composition - Online

Instructor: John Williamson


The course is designed to introduce and review the information and skills needed for the AP English Literature and Composition course and to enhance teacher’s knowledge of the AP program. Key areas of focus will include: developing a syllabus that scaffolds the skills students need to respond to literature effectively, preparing students for the challenges of the multiple choice and free-response sections of the exam, teaching writing as opposed to assigning writing, and creating an innovative and exciting classroom environment. In addition, participants will review the Course and Exam Description materials from The College Board including the course framework, instructional materials and suggested units, fall registration practices, AP Classroom, and the analytical rubric. Teacher participation and interaction will be highly encouraged.  

AP Environmental Science - Online

Instructor: Andrew Milbauer


This workshop will balance synchronous and a synchronous delivery to prepare you for teaching the AP Environmental Science. There will be daily office hours if you need some targeted support. Time will be provided for planning your course so that by the end of the workshop you will be armed with a pacing guide for next year.

We will focus on how to use AP Classroom, the CED, best practices and lab investigations. All labs are done with materials available from hardware stores, grocery stores, and online retailers. They are intentionally affordable.

The instruction will be done in a way to prepare you for next year, give you a pile of lab investigations, and support life/work balance by showing students how to self reflect on their answers. Ideally you will have a completed pacing guide by the end of the workshop and can spend the rest of your summer recharging and not worrying about the class.

AP French Experienced - Online

Instructor: Mona Mulhair

AP French Language and Culture Institute – Experienced Teachers

This workshop is to help AP teachers to develop a course in AP French Language and Culture in order to increase the success of their students.  This course will provide sample material, classroom activities related to the AP test of 2020. On a daily basis, the participants will be asked to share the best practices with the whole group for all parts of the test.


The participants will 

1. develop and integrate the three modes of communication: Interpretive, Interpersonal and Presentational
2. practice how to build proficiency across modes of communication
3. share approaches to teaching the AP French Language and Culture across the six themes. 
4. strategize ways in which to cover the entire curriculum on time.
5. strategize ways to teach developing culture in the AP French Language and Culture Course (i.e. How do they present the culture related to the different French speaking countries of the world?)
6. Review the course’s Instructional Design and Management 
7. explore authentic literature and articles for use in the AP French Language and Culture course.
8. develop ways in which project-based learning is used to integrate and develop language skills.
9. understand how to apply the scoring criteria to student samples.


What Participants Should Bring: A copy of a new idea or activity used last year in their course, their passports (Quebec!!!)  Electronic copies are encouraged.

AP Physics I - Online

Instructor: Joe Mancino


Whether you’re getting back to your classroom for the first time in months or getting into the classroom for the first time ever, this workshop will help you make next year your best year yet. I’ve planned a totally new online experience that will give us all a one-week break from the frenetic chaos of 2020. This workshop carves out a small space in which we can center ourselves, discuss the AP Physics course, and focus on honing our craft. Every day, we’ll meet up for several hours of face-to-face meetings to try out labs, demos, and teaching methods. I’ll help you navigate the curriculum documents, plan out next year unit by unit, and give plenty of insight about where AP Physics is headed. Offline, there will be further lab investigations, readings from the finer points of the curriculum document, and un-released AP Problems to solve. In the dozens of workshops I’ve done, the most productive times have been the least formal, and I will host totally optional “office hours” meetings in the evenings where we can work through the homework or just discuss the nature of teaching Physics to AP students in the 21st century with other folks who actually understand our day-to-day work life. Most importantly, this will be a workshop about YOU and what YOU need. Well before we get started as a group, I’ll discuss how I can suit this workshop to your needs and customize the contents so your students have an amazing year. Last school year called on all of us to adapt, create, and bring a new kind of intensity to the work. This workshop will be as close to “typical PD” as the spring of 2020 was to a typical second semester. We’re Physics teachers – trained to deal with chaos and uncertainty. Where other people see friction, we see a way to gain traction and change direction. And when we feel most squeezed, we’re just storing energy so we can reach new heights.

AP Physics II - Online

Instructor: Barry Panas


Greetings fellow AP Physics 2 Teachers! I am looking forward to the new challenges (this is AP Physics – we thrive on challenges!) and more importantly, the new opportunities that will come with a move to an online Institute this summer. Whether you are new to AP Physics 2, or have been teaching AP Physics for many years, I will be doing my best to make this a meaningful, engaging, and highly productive professional development experience for you. Sessions will consist of a well-balanced mix of group synchronous meetings, one-on-one synchronous meetings with me, and asynchronous activities for you to complete on your own.


Group synchronous meetings will give you the opportunity to get to know the other participants, share your best practices with them (and benefit from theirs) and will ideally lead to newfound friendships and professional networking that will extend well beyond the Institute itself. During group synchronous sessions I will also be able to provide you with essential content reinforcement and share a number of insights and teaching strategies to help maximize your and your students’ success in AP Physics 2, as well as provide participants the opportunity to share demonstrations and ideas with the rest of the group. One-on-one synchronous meetings will give me the opportunity to work more closely with you in order to answer your specific questions and try to meet your individual needs, as well as giving us the chance to get to know each other better! Asynchronous activities will consist of a range of activities selected to complement all of the above, and will give you the opportunity to direct your efforts where you most need to do so.


You can expect to come out of this institute with a deeper comprehension of Physics, a good understanding of the AP Physics 2 course and everything needed to teach it well (including updates such as the NEW course audit process), ideas for labs and demonstrations, and (if you aren’t there yet) confidence and enthusiasm for teaching the course – especially (but not only) if you are new to AP Physics! Oh yeah – I’ll also do my best to make sure that you have fun throughout the week too!

AP Spanish Language - Online

Instructor: Patricia Smith


In this workshop, participants will spend a great deal of time getting to know one another, and getting to know Patricia Smith. Although we will be meeting virtually, the Zoom platform will allow us to work in small groups and to share materials. Additionally, Patricia will be available for one hour per day for “office hours”, or individual consultation. This workshop is intended for new AND experienced AP teachers. Please see below for the material which will be covered, and email Patricia if you have any questions:

  • Goals for the year
  • AP Spanish Language and Culture binder, which all will receive
  • Skills and learning objectives
  • Organization of course and syllabus
  • Digital activation and AP Central
  • Unit guides
  • Personal Progress Checks and Question Banks
  • Exam overview
  • Teaching of Culture and Museum Activity
  • ACTFL guidelines and Can-do statements
  • Graphic organizers and the argumentative essay
  • Graphic organizers and presentational communication for cultural comparison
  • Strategies for all parts of exam
  • Explanation of scoring guidelines
  • Evaluation of student responses using guidelines (rubrics)
  • Vertical teams
  • Sharing of final project developed by participants
  • Instructional strategies and jigsaw
  • Cooperative learning


May, 2019


Dear Spanish AP Literature and Culture Institute Participant:


I am very much looking forward to our week together. We will be talking about how to set up a successful AP Spanish Literature and Culture program, and/or how to expand upon an existing one. Please email me in Spanish once you get this letter: Please introduce yourself, describe your school and your classes, and tell me what you hope to get out of this course. By the end of the Institute, you will have a very good understanding of exactly what makes up the AP exam, what is expected of the students, and how the exam is graded. You will be receiving many handouts, as well as a useful manual from the College Board.


We will all be sharing ideas, and I ask that you bring with you the textbooks you are using. Please bring with you any essays or CDs of your own students, with the names removed. You can also bring videos or DVDs of student projects or skits, if you would like to share them and get feedback.


Please read all the materials currently available on AP Central about the AP Spanish Literature and Culture Exam. Please also read the course description at this site:


Please study the list of required readings for the course. Choose two that you have not recently read, and plan to present to the workshop on Friday a plan for how you would present and evaluate these works.


We will be working on the development of unit guides. Therefore, please bring a copy of your school calendar.


You will give me a preliminary copy of this guide at the end of the week. Whatever you create, the idea is that it will be something you NEED and something you will USE. The wonderful thing about a week-long Institute is the opportunity to work together with colleagues, and get feedback from me and from them. We all know that during the school year there is never time for this!


In addition to this, please review the reading list and be sure you are familiar with all the texts, in particular, the new ones. We will be discussing these during the week. You need to concentrate on Cortés: “Segunda carta de relación”, Portilla, “Visión de los vencidos”, José Martí, “Nuestra América”, and Dario, “A Roosevelt.”


A little about me: I have a BA in Spanish and French from St. Lawrence University. I taught at the secondary level from 1970-2002, with 14 years teaching AP Spanish Language. Most of the time I was at Braintree High School, south of Boston. I am now teaching at the college level, at Suffolk and Tufts Universities. My masters is in Spanish Language, from Middlebury. I have an additional M.Ed in Special Education from Bridgewater State College, Massachusetts. I have been an AP Reader since 1987, of both literature and language exams. I have also served as a Table Leader for the AP Spanish Literature and Culture exam. Finally, I have been conducting workshops for the College Board since 2001.


One final request: Make a list of all your thoughts and ideas as you peruse the materials on AP Central, and come prepared for a week of immersion in Spanish, with an opportunity for new friendships and sharing.


No veo la hora de conocerles.


Hasta pronto,

Patricia Smith

AP Statistics - Online

Instructor: Laura Marshall


AP Statistics is an incredibly fun course to teach – if you have the tools and fun activities from which to draw upon. We will accomplish much together – even in this online environment. The first goal of the week is to examine the College Board’s Curriculum and Exam Description (CED), discuss the course expectations, and share strategies for success on the AP exam. Additionally, we will review and clarify important concepts in statistics, and provide guidance and answer questions about the subject matter. We will review all of the changes that were introduced this past year with the re-articulation of the curriculum. Most importantly, we will work through the curriculum by doing problems and learning about activities that you can bring directly to your classroom. These activities are designed to improve students’ conceptual understanding when introducing a new idea, and also to reinforce concepts throughout the entire curriculum. You will learn how your students’ responses are scored on the AP exam and how you can use the AP rubrics to score responses of your own students. Not only will you become more comfortable with the topics in AP Statistics, but you will take away ideas to help enhance the learning of your students and subsequently help them to improve their scores on the AP exam. You may wonder how we will do this online? Much of our communication with one another will be asynchronous. An online environment gives you time to think about ideas and ponder on questions before you reply to a discussion. In many ways, the asynchronous environment allows you more time to contemplate and absorb new ideas. This leads to higher quality questions that enable a richer discussion from which we will all learn together. Although we will not be able to do activities together to introduce ideas, I will demonstrate those activities and you will have access to those demonstrations throughout the next school year. In fact, you will have access to our entire course as a great reference for the following year. And of course, we will spend time online together synchronously – getting to know each other, sharing questions, sharing teaching strategies, sharing challenges and connecting. Whether you are new to AP Statistics or a veteran educator, you will come away with valuable insight.

AP US History - Online

Instructor: Tracey Wilson


This online workshop is designed for both new and experienced teachers. Teachers will have the chance to wrestle with how to teach their best college level US History survey course by using compelling questions, class discussions and primary sources, while they develop the course syllabus. The workshop, with both synchronous and asynchronous modules, will open up ways to use Historical Thinking Skills to explore content from 1491 to the present. Teachers will learn that they have more freedom in developing their course content than they think!

AP World History - Online

Instructor: Lenore Schneider


The AP World History workshop is designed to help both new and experienced teachers and will focus on recent changes to the AP World History Exam. The instructor, who has taught the course for sixeen years and has been a Table Leader at the Reading for many years, will address some of the key challenges of the course: coverage of the content in the new Curriculum Framework, pacing, development of critical thinking skills, success on the test questions, and stimulating student engagement. Participants will examine the Multiple Choice questions, Short Answer Questions, the Document Based Essay and the Long Essay Question in terms of strategies to succeed on the new test. They will examine the College Board scoring rubrics and will utilize them to analyze sample student exam essays. The workshop is interactive so that teachers can replicate the activities in their own classrooms. Participants are also encouraged to bring some of their best practices (lessons, resources, unit plans, books, films, and/or syllabi) for sharing and discussion with the group. The instructor will provide a thumb drive of hundreds of files, including Power Point presentations, assignments, tests, projects, performance assessments, and teaching strategies. Most of the strategies are also applicable in regular section world history classes.