Is a 3 a C?: The Reliability of the Advanced Placement United States History Test for College Credit

1999 ◽  
Vol 32 (2) ◽  
pp. 223
Author(s):  
Raymond M. Hyser
Keyword(s):  
United States ◽  
Advanced Placement ◽  
United States History ◽  
College Credit ◽  
History Test ◽  
States History

The Flipped Model in an Advanced Placement United States History Course

2017 ◽  
pp. 404-422
Author(s):  
Ronald H. Kotlik
Keyword(s):  
United States ◽  
Advanced Placement ◽  
Flipped Classroom ◽  
United States History ◽  
Student Centered ◽  
Teaching History ◽  
Student Reaction ◽  
Teachers And Students ◽  
Tremendous Amount ◽  
States History

The flipped classroom model can transform the traditional lecture-discussion approach to teaching history and give teachers and students the opportunity to explore more student-centered critical thinking activities. This chapter explores how an Advanced Placement United States History course was transformed through the flipped model. First, the teacher shares his frustrations with trying to “cover” a tremendous amount of content in a short amount of time, which often led to the course being dominated by a lecture-discussion format. Second, the teacher details the methods and tools used to flip this course and the enrichment activities that ensued. Finally, there is an exploration of student reaction to this experience followed by a comprehensive discussion of the emerging technology tools currently available to achieve success with the flipped model.

The Flipped Model in an Advanced Placement United States History Course

2014 ◽  
pp. 208-225 ◽  
Author(s):  
Ronald H. Kotlik
Keyword(s):  
United States ◽  
Advanced Placement ◽  
Flipped Classroom ◽  
United States History ◽  
Student Centered ◽  
Teaching History ◽  
Student Reaction ◽  
Teachers And Students ◽  
Tremendous Amount ◽  
States History

The flipped classroom model can transform the traditional lecture-discussion approach to teaching history and give teachers and students the opportunity to explore more student-centered critical thinking activities. This chapter explores how an Advanced Placement United States History course was transformed through the flipped model. First, the teacher shares his frustrations with trying to “cover” a tremendous amount of content in a short amount of time, which often led to the course being dominated by a lecture-discussion format. Second, the teacher details the methods and tools used to flip this course and the enrichment activities that ensued. Finally, there is an exploration of student reaction to this experience followed by a comprehensive discussion of the emerging technology tools currently available to achieve success with the flipped model.

scholarly journals Marine harmful algal blooms (HABs) in the United States: History, current status and future trends

Harmful Algae ◽  
2021 ◽  
pp. 101975
Author(s):  
Donald M. Anderson ◽  
Elizabeth Fensin ◽  
Christopher J. Gobler ◽  
Alicia E. Hoeglund ◽  
Katherine A. Hubbard ◽  
...  
Keyword(s):  
United States ◽  
Harmful Algal Blooms ◽  
Algal Blooms ◽  
United States History ◽  
The United States ◽  
Current Status ◽  
Future Trends ◽  
States History
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