Daniel Devitt: Menlo School, Atherton, CA
Email: ddevitt@menloschool.org
Register for this Session
Daniel Devitt graduated from the University of Wisconsin in 1988, receiving a degree in American History with a minor in Political Science. In 1994 he received his MA in Political Science from San Francisco State University. He taught high school in San Francisco for ten years, including seven at Lowell High School where he taught AP* Government. He currently teaches at Menlo School in Atherton California, where he has taught AP* Government for the past seven years. As a College Board* faculty consultant, Daniel has conducted numerous AP* teacher workshops and summer institutes, including a workshop at the AP* National Conference. He has been an AP* Government reader and table leader for the past eight years and served on the AP* Government Test Development Committee from 2000-2004.
Course Overview
This session is designed to allow teachers to prepare to teach a semester/year of Advanced Placement* United States Government while also preparing students to excel on the 2009 AP* US Government and Politics exam. During the session, we will cover all topics and units related to the national AP* curriculum as well as appropriate lesson plans to make AP* Government come alive for high school students. The content covered in class will include: adequate pacing for a semester or year course; effective writing strategies for an AP* course; appropriate reading and visual selections to use in class; and effective projects and presentations that can incorporate technology in the classroom. Participants will also be instructed in how the AP* Government and Politics exam is prepared and scored.
Day 1
Morning Session
I. Introductions and networking list
II. Hand out syllabus for week-discuss agenda
III. Introducing AP* Government at your site:
A. Recruiting students
B. Class curriculum (sample syllabus): teaching to the test v. student interest
C. AP Audit
D. Textbooks: criticism, praise, etc.
Afternoon Session
IV. Introduction to Unit 1: Constitutional Theory
A. Sample lecture
B. Objectives of the unit
C. Important vocabulary and ideas
D. Possible essay topics
E. Possible projects
F. Using the reader: Validity of the Constitution (pro and con)
V . Introduction to Unit 2: Federalism
A. Sample lecture
B. Objectives of unit
C. Important vocabulary and ideas
D. Possible essay topics
E. Possible projects
F. Using the Reader: Bush and Federalism
VI. Introduction to Unit 3: Political Culture and the Media
A. Objectives of the unit
B. Important vocabulary and ideas
C. Possible essay topics
D. Possible projects
E. Video: Focus groups and polling (60 minutes)
F. Using the Reader: Why Americans Hate the Media
(www.theatlantic.com/issues/96mar/media/media.htm)
G. Video: The Media and the Iraq War(Frontline PBS)
Day 2
Morning Session
I. Introduction to Unit 4: The Electoral Process: Parties, Interest Groups, Elections
A. Objectives of the Unit
B. Important vocabulary and ideas
C. Possible essay topics
D. Possible projects (sample: Mock Election)
a. Video: The Tobacco Lobby’s influence (Bill Moyers) or Lobby Reform (60
Minutes)
F.Using the Reader: Should Election Day be A Holiday?
II. Introduction to Unit 5: Congress
A. Objectives of the unit
B. Important vocabulary and ideas
C. Possible essay topics
D. Possible projects (sample: Mock Senate )
E. Using the Reader: Congress and the Presidency (War on Terror)
Afternoon Session
III. Essay Grading Workshop
A. Video: What’s in a grade?
B. Distribute rubrics 2009 exam
C. Conduct a mock grading session
Day 3
Morning Session
I. Introduction to Unit 6: The Presidency
A. Sample lecture
B. Objectives of the unit
C. Important vocabulary and ideas
D. Possible essay topics
E. Possible projects
F. Using the Reader: Clinton article
G. Video: Bush and Foreign Policy
II. Introduction to Unit 7: The Bureaucracy
A. Objectives of the unit
B. Important vocabulary and ideas
C. Possible essay topics
D. Possible projects
Afternoon Session
III. Lesson Plan brainstorms and textbook critiques
Day 4
I. Using the Internet
II. Introduction to Unit 8: The Judiciary and Civil Liberties and Civil Rights
A. Objectives of the unit
B. Important vocabulary and ideas
C. Possible essay topics
D. Possible projects (sample: case law presentations)
E. Video: school prayer (60 Minutes)
F. Using the Reader: The Rehnquist Legacy and Roberts Court
III. Taking the Test:
a. How to review
b. Important points to cover
c. Review books
IV. Debrief and evaluation
