We took the opportunity to spend more time exploring Vlad's A/P U.S. History textbook, and the many, many examples why it is a college book level. We spent time time familiarizing Vlad with why and how this book is vastly different than grade and honors level high school history textbooks.

Reviewed for A.P. U.S. History Exam Two Disciplinary Practices:
1) Analyzing Historical Evidence, 2) Argument & Development
Four Reasoning Skills:
1) Contextualization, 2) Comparison, 3) Causation, 4) Patterns of Continuity & Change Over Time

The above practices and skills are commonly used in the field of historical study as outlined by the College Board.

Today we reviewed historical primary and secondary sources, historical setting, sourcing, quantitative data and evaluating historical claims...all in relation to the A.P. test.

We discussed the controversy re: the FL governor [primary between democrat DeSantis and Gillum. It will likely be a controversial race between now and Nov. 6, 2018.

Today we began to learn about the exam through the Princeton Review. We reviewed Analyzing Historical evidence, primary and secondary sources, content and arguments, historical settings, arguments, credibility and limitations, historical claims and evidence, describing and analyzing quantitative data, historical context and claims.

Today was a sad, but excellent opportunity to learn about Senator John McCain. We discussed his past as a third generation naval officer, his service during wartime, capture and captivity during the Vietnam War and his subsequent entry into U.S. politics. After two terms in the House of Representatives, Senator McCain served 6 terms as a Republican Senator - 36 years in the Senate! We discussed his presidential bid, too. But most important, we discussed how Senator McCain was the quintessential politician: one who placed ideas and the good of the nation before his party platform. He leaves behind an incredible legacy, one that includes reaching across the aisle to democrats on Capital Hill and even working with presidents from both parties such as George W. Bush and Barack Obama.

Today, we reviewed the last section of the exam, section 4 - the long essay. We discussed strategies for answering this type of question and assessed and discussed some sample questions. Students have 40 minutes for this portion of the exam that account for 15% of the overall test score.

Vlad was introduced to the Document Based Question (DBQ) that is Part III of the A.P. exam. It is 60 minutes long and accounts for 25% of the score. The student must assess 7 primary source documents and use them to formulate and support a thesis. Today, we looked at a DBQ asking about mobilization efforts during WWI & WWII. We looked at another DBQ about U.S. national identity and foreign policy at the beginning of the 20th century.

We reviewed and attempted to answer two of the Short-Answer Questions on the College Board Practice Exam. Students must answer two of them: Questions 1 & 2. They may then choose to answer question 3 or 4.

Vlad took the 55 minute multiple choice portion of the A.P. U.S. History exam today. It is important for him to learn about the structure of the test and what to expect on each section early on in the year. It also made Vlad aware of the level and detail of material in A.P. history as it vastly differs from high school grade level and honors history courses. I will evaluate Vlad's performance on the multiple choice section (40% of the overall test score) to provide him with feedback next week. Vlad seemed to move at the right pace through this portion of the test as 1 minute per question is the allotted time expectation. Although Vlad knows very little about the content from the sample test he took today, introducing him to the test format and the level of knowledge he needs to acquire this year cannot be underestimated.