AP World History

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Nope. There is no teaching in any of her AP classes this year.

How do you know this?

Are you in class with her?

One of them posts videos of their “lessons”. If you listened to them, you’d unlearn even the things you used to know. The second posts nothing, other than ‘Do this, do that, you have a test on date X’. There are no lessons, no study guides no material. The third does post their slides. [/b]There are generally about 5 slides per 30 page chapter, and it’s missing significant portions of what’s in the textbook, the material that they get tested on.

So, she’s watching YouTube videos, we’re buying resources, and she’s self teaching.

At my son’s back to school evening the APUSH teacher explained that students got their first tests back and he is aware that most students are used to getting above 100% on tests because they get extra credit and are shocked that they got below 70 percent on the first test.

He said students come up to him and say, “but I watched extra YouTube videos, I listened in class, I reviewed my notes, I made 100 flash cards and got a C or D. [b]And he tells them what he told them the first day- This is a college level class where you are required to read the textbook. There is no substitution for actually reading every single one of the assigned pages.”

So now I can see what he is talking about. There are only 5 slides because your kid is expected to independently read the 30 pages.

This is precisely what the kids have been doing. They are reading and taking notes. But because there is no one going over the material (the 5 slides is in a different class), discussing it, contextualizing it, etc. in class, retention is poor. At least for my kid, her studying involves reading and taking notes, listening to at least two separate YouTube teachers who teach the class (their emphasis is slightly different, so she gets more out of it than listening to one), then using supplemental material I bought to go over overarching themes, SAQs, MCQs, etc. It's like that for all 3 of her AP courses this year. She would do just as well if she never attended a single class; in fact, she'd probably do better since she'd have a few extra hours to go over the material.

She is doing fine in terms of grades so far. In one of her classes, her teacher asked her to come to him after class, and asked her what material she was using to study because she got the highest grade he has ever given out on that particular unit test. She is just incredibly stressed because teaching yourself a whole day's worth of material after coming home is incredibly time consuming and exhausting.

Thank you so much for speaking up. I feel everything about this post relates to us as well, even down to we don’t need to be in class and would have more time to do it/ My child is incredibly stressed and exhausted this year due to this one class.

Can I ask how long it takes your child to read one section from AMSCO and take notes, let alone 2?

AMSCO isn't an approved AP textbook. That is an extra supplement but students should be provided with an AP textbook that meets the college board standard. These are the ones for AP World:

Adler, Philip J. and Randall Pouwels. World Civilizations. 8th edition. Cengage Learning, 2018.
Beck, Roger, B., Black, Linda, Krieger, Larry, S., Naylor, Phillip, C., and Dahia Ibo Shabaka. World History: Patterns of Interaction. McDougal Littell, 2005.      
Bentley, Jerry, Herbert Ziegler, and Heather Streets Salter. Traditions & Encounters: A Global Perspective on the Past, AP® UPDATED Edition. 6th edition. McGraw-Hill Education, 2016.
Bulliet, Richard W., Pamela Kyle Crossley, Daniel R. Headrick, Steven W. Hirsch, Lyman L. Johnson, and David Northup. The Earth and Its Peoples: A Global History. 7th edition. National Geographic/Cengage Learning, 2018.
Duiker, William J., Jackson J. Spielvogel. World History. 9th edition. Cengage Learning, 2019.
Dunn, Ross and Laura Mitchell. Panorama: A World History Volume 2. McGraw-Hill Education, 2018.
Ellis, Elizabeth Gaynor and Anthony Esler. World History: The Modern Era. Prentice Hall, 2009.
Getz, Trevor, Bennett Sherry, Bridgette Byrd O’Connor, Eman M. Elshaikh, et al. World History Project AP. OER Project, 2021.
Hansen, Valerie and Kenneth R. Curtis. Voyages in World History. 3rd edition. National Geographic/Cengage Learning, 2016.
Kordas, Ann, Ryan Lynch, Brooke Nelson, and Julie Tatlock. World History, Volume 2 from 1400. OpenStax, 2022.
Pollard, Elizabeth, Clifford Rosenberg, and Robert Tignor. Worlds Together, Worlds Apart, AP Edition. 1st edition. W.W. Norton, 2015.
Stearns, Peter N., Marc Jason Gilbert, Michael B. Adas, and Stuart B. Schwartz. World Civilizations: The Global Experience, Revised AP edition. 8th edition. Pearson, 2021.
Strayer, Robert W. Ways of the World. 5th edition. Bedford, Freeman & Worth.
Strayer, Robert W. and Eric W. Nelson. Ways of the World with Sources, for the AP® Course. 4th edition. BFW Publishers/Bedford/St. Martin's, 2019.
Von Sivers, Peter, Charles A. Desnoyers, and George B. Stow. Patterns of World History: Combined Volume. 2nd edition. Perfection Learning, 2014.
Wiesner-Hanks, Merry E., Patricia Buckley Ebrey, Roger B. Beck, Jerry Davila, Clare Haru Crowston, and John P. McKay. A History of World Societies, Combined Volume. 11th edition. Bedford/St. Martin’s, 2017.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Nope. There is no teaching in any of her AP classes this year.

How do you know this?

Are you in class with her?

One of them posts videos of their “lessons”. If you listened to them, you’d unlearn even the things you used to know. The second posts nothing, other than ‘Do this, do that, you have a test on date X’. There are no lessons, no study guides no material. The third does post their slides. [/b]There are generally about 5 slides per 30 page chapter, and it’s missing significant portions of what’s in the textbook, the material that they get tested on.

So, she’s watching YouTube videos, we’re buying resources, and she’s self teaching.

At my son’s back to school evening the APUSH teacher explained that students got their first tests back and he is aware that most students are used to getting above 100% on tests because they get extra credit and are shocked that they got below 70 percent on the first test.

He said students come up to him and say, “but I watched extra YouTube videos, I listened in class, I reviewed my notes, I made 100 flash cards and got a C or D. [b]And he tells them what he told them the first day- This is a college level class where you are required to read the textbook. There is no substitution for actually reading every single one of the assigned pages.”

So now I can see what he is talking about. There are only 5 slides because your kid is expected to independently read the 30 pages.

This is precisely what the kids have been doing. They are reading and taking notes. But because there is no one going over the material (the 5 slides is in a different class), discussing it, contextualizing it, etc. in class, retention is poor. At least for my kid, her studying involves reading and taking notes, listening to at least two separate YouTube teachers who teach the class (their emphasis is slightly different, so she gets more out of it than listening to one), then using supplemental material I bought to go over overarching themes, SAQs, MCQs, etc. It's like that for all 3 of her AP courses this year. She would do just as well if she never attended a single class; in fact, she'd probably do better since she'd have a few extra hours to go over the material.

She is doing fine in terms of grades so far. In one of her classes, her teacher asked her to come to him after class, and asked her what material she was using to study because she got the highest grade he has ever given out on that particular unit test. She is just incredibly stressed because teaching yourself a whole day's worth of material after coming home is incredibly time consuming and exhausting.

Thank you so much for speaking up. I feel everything about this post relates to us as well, even down to we don’t need to be in class and would have more time to do it/ My child is incredibly stressed and exhausted this year due to this one class.

Can I ask how long it takes your child to read one section from AMSCO and take notes, let alone 2?

AMSCO isn't an approved AP textbook. That is an extra supplement but students should be provided with an AP textbook that meets the college board standard. These are the ones for AP World:

Adler, Philip J. and Randall Pouwels. World Civilizations. 8th edition. Cengage Learning, 2018.
Beck, Roger, B., Black, Linda, Krieger, Larry, S., Naylor, Phillip, C., and Dahia Ibo Shabaka. World History: Patterns of Interaction. McDougal Littell, 2005.      
Bentley, Jerry, Herbert Ziegler, and Heather Streets Salter. Traditions & Encounters: A Global Perspective on the Past, AP® UPDATED Edition. 6th edition. McGraw-Hill Education, 2016.
Bulliet, Richard W., Pamela Kyle Crossley, Daniel R. Headrick, Steven W. Hirsch, Lyman L. Johnson, and David Northup. The Earth and Its Peoples: A Global History. 7th edition. National Geographic/Cengage Learning, 2018.
Duiker, William J., Jackson J. Spielvogel. World History. 9th edition. Cengage Learning, 2019.
Dunn, Ross and Laura Mitchell. Panorama: A World History Volume 2. McGraw-Hill Education, 2018.
Ellis, Elizabeth Gaynor and Anthony Esler. World History: The Modern Era. Prentice Hall, 2009.
Getz, Trevor, Bennett Sherry, Bridgette Byrd O’Connor, Eman M. Elshaikh, et al. World History Project AP. OER Project, 2021.
Hansen, Valerie and Kenneth R. Curtis. Voyages in World History. 3rd edition. National Geographic/Cengage Learning, 2016.
Kordas, Ann, Ryan Lynch, Brooke Nelson, and Julie Tatlock. World History, Volume 2 from 1400. OpenStax, 2022.
Pollard, Elizabeth, Clifford Rosenberg, and Robert Tignor. Worlds Together, Worlds Apart, AP Edition. 1st edition. W.W. Norton, 2015.
Stearns, Peter N., Marc Jason Gilbert, Michael B. Adas, and Stuart B. Schwartz. World Civilizations: The Global Experience, Revised AP edition. 8th edition. Pearson, 2021.
Strayer, Robert W. Ways of the World. 5th edition. Bedford, Freeman & Worth.
Strayer, Robert W. and Eric W. Nelson. Ways of the World with Sources, for the AP® Course. 4th edition. BFW Publishers/Bedford/St. Martin's, 2019.
Von Sivers, Peter, Charles A. Desnoyers, and George B. Stow. Patterns of World History: Combined Volume. 2nd edition. Perfection Learning, 2014.
Wiesner-Hanks, Merry E., Patricia Buckley Ebrey, Roger B. Beck, Jerry Davila, Clare Haru Crowston, and John P. McKay. A History of World Societies, Combined Volume. 11th edition. Bedford/St. Martin’s, 2017.

Well I know another school that uses AMSCO too.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Nope. There is no teaching in any of her AP classes this year.

How do you know this?

Are you in class with her?

One of them posts videos of their “lessons”. If you listened to them, you’d unlearn even the things you used to know. The second posts nothing, other than ‘Do this, do that, you have a test on date X’. There are no lessons, no study guides no material. The third does post their slides. [/b]There are generally about 5 slides per 30 page chapter, and it’s missing significant portions of what’s in the textbook, the material that they get tested on.

So, she’s watching YouTube videos, we’re buying resources, and she’s self teaching.

At my son’s back to school evening the APUSH teacher explained that students got their first tests back and he is aware that most students are used to getting above 100% on tests because they get extra credit and are shocked that they got below 70 percent on the first test.

He said students come up to him and say, “but I watched extra YouTube videos, I listened in class, I reviewed my notes, I made 100 flash cards and got a C or D. [b]And he tells them what he told them the first day- This is a college level class where you are required to read the textbook. There is no substitution for actually reading every single one of the assigned pages.”

So now I can see what he is talking about. There are only 5 slides because your kid is expected to independently read the 30 pages.

This is precisely what the kids have been doing. They are reading and taking notes. But because there is no one going over the material (the 5 slides is in a different class), discussing it, contextualizing it, etc. in class, retention is poor. At least for my kid, her studying involves reading and taking notes, listening to at least two separate YouTube teachers who teach the class (their emphasis is slightly different, so she gets more out of it than listening to one), then using supplemental material I bought to go over overarching themes, SAQs, MCQs, etc. It's like that for all 3 of her AP courses this year. She would do just as well if she never attended a single class; in fact, she'd probably do better since she'd have a few extra hours to go over the material.

She is doing fine in terms of grades so far. In one of her classes, her teacher asked her to come to him after class, and asked her what material she was using to study because she got the highest grade he has ever given out on that particular unit test. She is just incredibly stressed because teaching yourself a whole day's worth of material after coming home is incredibly time consuming and exhausting.

Thank you so much for speaking up. I feel everything about this post relates to us as well, even down to we don’t need to be in class and would have more time to do it/ My child is incredibly stressed and exhausted this year due to this one class.

Can I ask how long it takes your child to read one section from AMSCO and take notes, let alone 2?

AMSCO isn't an approved AP textbook. That is an extra supplement but students should be provided with an AP textbook that meets the college board standard. These are the ones for AP World:

Adler, Philip J. and Randall Pouwels. World Civilizations. 8th edition. Cengage Learning, 2018.
Beck, Roger, B., Black, Linda, Krieger, Larry, S., Naylor, Phillip, C., and Dahia Ibo Shabaka. World History: Patterns of Interaction. McDougal Littell, 2005.      
Bentley, Jerry, Herbert Ziegler, and Heather Streets Salter. Traditions & Encounters: A Global Perspective on the Past, AP® UPDATED Edition. 6th edition. McGraw-Hill Education, 2016.
Bulliet, Richard W., Pamela Kyle Crossley, Daniel R. Headrick, Steven W. Hirsch, Lyman L. Johnson, and David Northup. The Earth and Its Peoples: A Global History. 7th edition. National Geographic/Cengage Learning, 2018.
Duiker, William J., Jackson J. Spielvogel. World History. 9th edition. Cengage Learning, 2019.
Dunn, Ross and Laura Mitchell. Panorama: A World History Volume 2. McGraw-Hill Education, 2018.
Ellis, Elizabeth Gaynor and Anthony Esler. World History: The Modern Era. Prentice Hall, 2009.
Getz, Trevor, Bennett Sherry, Bridgette Byrd O’Connor, Eman M. Elshaikh, et al. World History Project AP. OER Project, 2021.
Hansen, Valerie and Kenneth R. Curtis. Voyages in World History. 3rd edition. National Geographic/Cengage Learning, 2016.
Kordas, Ann, Ryan Lynch, Brooke Nelson, and Julie Tatlock. World History, Volume 2 from 1400. OpenStax, 2022.
Pollard, Elizabeth, Clifford Rosenberg, and Robert Tignor. Worlds Together, Worlds Apart, AP Edition. 1st edition. W.W. Norton, 2015.
Stearns, Peter N., Marc Jason Gilbert, Michael B. Adas, and Stuart B. Schwartz. World Civilizations: The Global Experience, Revised AP edition. 8th edition. Pearson, 2021.
Strayer, Robert W. Ways of the World. 5th edition. Bedford, Freeman & Worth.
Strayer, Robert W. and Eric W. Nelson. Ways of the World with Sources, for the AP® Course. 4th edition. BFW Publishers/Bedford/St. Martin's, 2019.
Von Sivers, Peter, Charles A. Desnoyers, and George B. Stow. Patterns of World History: Combined Volume. 2nd edition. Perfection Learning, 2014.
Wiesner-Hanks, Merry E., Patricia Buckley Ebrey, Roger B. Beck, Jerry Davila, Clare Haru Crowston, and John P. McKay. A History of World Societies, Combined Volume. 11th edition. Bedford/St. Martin’s, 2017.

That's just great! Apparently the AP trained teacher is not even using the right textbooks. I don't even know where my child is going to find the time to read two books, one for class, one to meet AP guidelines.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Nope. There is no teaching in any of her AP classes this year.

How do you know this?

Are you in class with her?

One of them posts videos of their “lessons”. If you listened to them, you’d unlearn even the things you used to know. The second posts nothing, other than ‘Do this, do that, you have a test on date X’. There are no lessons, no study guides no material. The third does post their slides. [/b]There are generally about 5 slides per 30 page chapter, and it’s missing significant portions of what’s in the textbook, the material that they get tested on.

So, she’s watching YouTube videos, we’re buying resources, and she’s self teaching.

At my son’s back to school evening the APUSH teacher explained that students got their first tests back and he is aware that most students are used to getting above 100% on tests because they get extra credit and are shocked that they got below 70 percent on the first test.

He said students come up to him and say, “but I watched extra YouTube videos, I listened in class, I reviewed my notes, I made 100 flash cards and got a C or D. [b]And he tells them what he told them the first day- This is a college level class where you are required to read the textbook. There is no substitution for actually reading every single one of the assigned pages.”

So now I can see what he is talking about. There are only 5 slides because your kid is expected to independently read the 30 pages.

This is precisely what the kids have been doing. They are reading and taking notes. But because there is no one going over the material (the 5 slides is in a different class), discussing it, contextualizing it, etc. in class, retention is poor. At least for my kid, her studying involves reading and taking notes, listening to at least two separate YouTube teachers who teach the class (their emphasis is slightly different, so she gets more out of it than listening to one), then using supplemental material I bought to go over overarching themes, SAQs, MCQs, etc. It's like that for all 3 of her AP courses this year. She would do just as well if she never attended a single class; in fact, she'd probably do better since she'd have a few extra hours to go over the material.

She is doing fine in terms of grades so far. In one of her classes, her teacher asked her to come to him after class, and asked her what material she was using to study because she got the highest grade he has ever given out on that particular unit test. She is just incredibly stressed because teaching yourself a whole day's worth of material after coming home is incredibly time consuming and exhausting.

Thank you so much for speaking up. I feel everything about this post relates to us as well, even down to we don’t need to be in class and would have more time to do it/ My child is incredibly stressed and exhausted this year due to this one class.

Can I ask how long it takes your child to read one section from AMSCO and take notes, let alone 2?

AMSCO isn't an approved AP textbook. That is an extra supplement but students should be provided with an AP textbook that meets the college board standard. These are the ones for AP World:

Adler, Philip J. and Randall Pouwels. World Civilizations. 8th edition. Cengage Learning, 2018.
Beck, Roger, B., Black, Linda, Krieger, Larry, S., Naylor, Phillip, C., and Dahia Ibo Shabaka. World History: Patterns of Interaction. McDougal Littell, 2005.      
Bentley, Jerry, Herbert Ziegler, and Heather Streets Salter. Traditions & Encounters: A Global Perspective on the Past, AP® UPDATED Edition. 6th edition. McGraw-Hill Education, 2016.
Bulliet, Richard W., Pamela Kyle Crossley, Daniel R. Headrick, Steven W. Hirsch, Lyman L. Johnson, and David Northup. The Earth and Its Peoples: A Global History. 7th edition. National Geographic/Cengage Learning, 2018.
Duiker, William J., Jackson J. Spielvogel. World History. 9th edition. Cengage Learning, 2019.
Dunn, Ross and Laura Mitchell. Panorama: A World History Volume 2. McGraw-Hill Education, 2018.
Ellis, Elizabeth Gaynor and Anthony Esler. World History: The Modern Era. Prentice Hall, 2009.
Getz, Trevor, Bennett Sherry, Bridgette Byrd O’Connor, Eman M. Elshaikh, et al. World History Project AP. OER Project, 2021.
Hansen, Valerie and Kenneth R. Curtis. Voyages in World History. 3rd edition. National Geographic/Cengage Learning, 2016.
Kordas, Ann, Ryan Lynch, Brooke Nelson, and Julie Tatlock. World History, Volume 2 from 1400. OpenStax, 2022.
Pollard, Elizabeth, Clifford Rosenberg, and Robert Tignor. Worlds Together, Worlds Apart, AP Edition. 1st edition. W.W. Norton, 2015.
Stearns, Peter N., Marc Jason Gilbert, Michael B. Adas, and Stuart B. Schwartz. World Civilizations: The Global Experience, Revised AP edition. 8th edition. Pearson, 2021.
Strayer, Robert W. Ways of the World. 5th edition. Bedford, Freeman & Worth.
Strayer, Robert W. and Eric W. Nelson. Ways of the World with Sources, for the AP® Course. 4th edition. BFW Publishers/Bedford/St. Martin's, 2019.
Von Sivers, Peter, Charles A. Desnoyers, and George B. Stow. Patterns of World History: Combined Volume. 2nd edition. Perfection Learning, 2014.
Wiesner-Hanks, Merry E., Patricia Buckley Ebrey, Roger B. Beck, Jerry Davila, Clare Haru Crowston, and John P. McKay. A History of World Societies, Combined Volume. 11th edition. Bedford/St. Martin’s, 2017.

That's just great! Apparently the AP trained teacher is not even using the right textbooks. I don't even know where my child is going to find the time to read two books, one for class, one to meet AP guidelines.

I wouldn’t listen to that. Oakton is using AMSCO as well for AP World.

[Anonymous]

Anonymous wrote:

Anonymous wrote:When do you think the kids will get back their SAQs? The retest is scheduled for next Tuesday and kids don’t even know if they need to redo the SAQ portion. Totally ridiculous.

Hopefully, soon. Likely, the day before.

How does it take that long to grade a paragraph when literally nothing else is being done? And yet the English teacher can manage to crank out tons of grades on lengthy assignments in a timely manner?

[Anonymous]

I feel like all these APs are simply too hard for the average high school student.

[Anonymous]

Anonymous wrote:I feel like all these APs are simply too hard for the average high school student.

They’re only hard if the teacher doesn’t go over any material and students have to self teach. Otherwise this wouldn’t be bad at all since there’s actually a textbook.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Nope. There is no teaching in any of her AP classes this year.

How do you know this?

Are you in class with her?

One of them posts videos of their “lessons”. If you listened to them, you’d unlearn even the things you used to know. The second posts nothing, other than ‘Do this, do that, you have a test on date X’. There are no lessons, no study guides no material. The third does post their slides. [/b]There are generally about 5 slides per 30 page chapter, and it’s missing significant portions of what’s in the textbook, the material that they get tested on.

So, she’s watching YouTube videos, we’re buying resources, and she’s self teaching.

At my son’s back to school evening the APUSH teacher explained that students got their first tests back and he is aware that most students are used to getting above 100% on tests because they get extra credit and are shocked that they got below 70 percent on the first test.

He said students come up to him and say, “but I watched extra YouTube videos, I listened in class, I reviewed my notes, I made 100 flash cards and got a C or D. [b]And he tells them what he told them the first day- This is a college level class where you are required to read the textbook. There is no substitution for actually reading every single one of the assigned pages.”

So now I can see what he is talking about. There are only 5 slides because your kid is expected to independently read the 30 pages.

This is precisely what the kids have been doing. They are reading and taking notes. But because there is no one going over the material (the 5 slides is in a different class), discussing it, contextualizing it, etc. in class, retention is poor. At least for my kid, her studying involves reading and taking notes, listening to at least two separate YouTube teachers who teach the class (their emphasis is slightly different, so she gets more out of it than listening to one), then using supplemental material I bought to go over overarching themes, SAQs, MCQs, etc. It's like that for all 3 of her AP courses this year. She would do just as well if she never attended a single class; in fact, she'd probably do better since she'd have a few extra hours to go over the material.

She is doing fine in terms of grades so far. In one of her classes, her teacher asked her to come to him after class, and asked her what material she was using to study because she got the highest grade he has ever given out on that particular unit test. She is just incredibly stressed because teaching yourself a whole day's worth of material after coming home is incredibly time consuming and exhausting.

Thank you so much for speaking up. I feel everything about this post relates to us as well, even down to we don’t need to be in class and would have more time to do it/ My child is incredibly stressed and exhausted this year due to this one class.

Can I ask how long it takes your child to read one section from AMSCO and take notes, let alone 2?

AMSCO isn't an approved AP textbook. That is an extra supplement but students should be provided with an AP textbook that meets the college board standard. These are the ones for AP World:

Adler, Philip J. and Randall Pouwels. World Civilizations. 8th edition. Cengage Learning, 2018.
Beck, Roger, B., Black, Linda, Krieger, Larry, S., Naylor, Phillip, C., and Dahia Ibo Shabaka. World History: Patterns of Interaction. McDougal Littell, 2005.      
Bentley, Jerry, Herbert Ziegler, and Heather Streets Salter. Traditions & Encounters: A Global Perspective on the Past, AP® UPDATED Edition. 6th edition. McGraw-Hill Education, 2016.
Bulliet, Richard W., Pamela Kyle Crossley, Daniel R. Headrick, Steven W. Hirsch, Lyman L. Johnson, and David Northup. The Earth and Its Peoples: A Global History. 7th edition. National Geographic/Cengage Learning, 2018.
Duiker, William J., Jackson J. Spielvogel. World History. 9th edition. Cengage Learning, 2019.
Dunn, Ross and Laura Mitchell. Panorama: A World History Volume 2. McGraw-Hill Education, 2018.
Ellis, Elizabeth Gaynor and Anthony Esler. World History: The Modern Era. Prentice Hall, 2009.
Getz, Trevor, Bennett Sherry, Bridgette Byrd O’Connor, Eman M. Elshaikh, et al. World History Project AP. OER Project, 2021.
Hansen, Valerie and Kenneth R. Curtis. Voyages in World History. 3rd edition. National Geographic/Cengage Learning, 2016.
Kordas, Ann, Ryan Lynch, Brooke Nelson, and Julie Tatlock. World History, Volume 2 from 1400. OpenStax, 2022.
Pollard, Elizabeth, Clifford Rosenberg, and Robert Tignor. Worlds Together, Worlds Apart, AP Edition. 1st edition. W.W. Norton, 2015.
Stearns, Peter N., Marc Jason Gilbert, Michael B. Adas, and Stuart B. Schwartz. World Civilizations: The Global Experience, Revised AP edition. 8th edition. Pearson, 2021.
Strayer, Robert W. Ways of the World. 5th edition. Bedford, Freeman & Worth.
Strayer, Robert W. and Eric W. Nelson. Ways of the World with Sources, for the AP® Course. 4th edition. BFW Publishers/Bedford/St. Martin's, 2019.
Von Sivers, Peter, Charles A. Desnoyers, and George B. Stow. Patterns of World History: Combined Volume. 2nd edition. Perfection Learning, 2014.
Wiesner-Hanks, Merry E., Patricia Buckley Ebrey, Roger B. Beck, Jerry Davila, Clare Haru Crowston, and John P. McKay. A History of World Societies, Combined Volume. 11th edition. Bedford/St. Martin’s, 2017.

That's just great! Apparently the AP trained teacher is not even using the right textbooks. I don't even know where my child is going to find the time to read two books, one for class, one to meet AP guidelines.

I wouldn’t listen to that. Oakton is using AMSCO as well for AP World.

Not for all units from what I’ve heard.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Nope. There is no teaching in any of her AP classes this year.

How do you know this?

Are you in class with her?

One of them posts videos of their “lessons”. If you listened to them, you’d unlearn even the things you used to know. The second posts nothing, other than ‘Do this, do that, you have a test on date X’. There are no lessons, no study guides no material. The third does post their slides. [/b]There are generally about 5 slides per 30 page chapter, and it’s missing significant portions of what’s in the textbook, the material that they get tested on.

So, she’s watching YouTube videos, we’re buying resources, and she’s self teaching.

At my son’s back to school evening the APUSH teacher explained that students got their first tests back and he is aware that most students are used to getting above 100% on tests because they get extra credit and are shocked that they got below 70 percent on the first test.

He said students come up to him and say, “but I watched extra YouTube videos, I listened in class, I reviewed my notes, I made 100 flash cards and got a C or D. [b]And he tells them what he told them the first day- This is a college level class where you are required to read the textbook. There is no substitution for actually reading every single one of the assigned pages.”

So now I can see what he is talking about. There are only 5 slides because your kid is expected to independently read the 30 pages.

This is precisely what the kids have been doing. They are reading and taking notes. But because there is no one going over the material (the 5 slides is in a different class), discussing it, contextualizing it, etc. in class, retention is poor. At least for my kid, her studying involves reading and taking notes, listening to at least two separate YouTube teachers who teach the class (their emphasis is slightly different, so she gets more out of it than listening to one), then using supplemental material I bought to go over overarching themes, SAQs, MCQs, etc. It's like that for all 3 of her AP courses this year. She would do just as well if she never attended a single class; in fact, she'd probably do better since she'd have a few extra hours to go over the material.

She is doing fine in terms of grades so far. In one of her classes, her teacher asked her to come to him after class, and asked her what material she was using to study because she got the highest grade he has ever given out on that particular unit test. She is just incredibly stressed because teaching yourself a whole day's worth of material after coming home is incredibly time consuming and exhausting.

Thank you so much for speaking up. I feel everything about this post relates to us as well, even down to we don’t need to be in class and would have more time to do it/ My child is incredibly stressed and exhausted this year due to this one class.

Can I ask how long it takes your child to read one section from AMSCO and take notes, let alone 2?

AMSCO isn't an approved AP textbook. That is an extra supplement but students should be provided with an AP textbook that meets the college board standard. These are the ones for AP World:

Adler, Philip J. and Randall Pouwels. World Civilizations. 8th edition. Cengage Learning, 2018.
Beck, Roger, B., Black, Linda, Krieger, Larry, S., Naylor, Phillip, C., and Dahia Ibo Shabaka. World History: Patterns of Interaction. McDougal Littell, 2005.      
Bentley, Jerry, Herbert Ziegler, and Heather Streets Salter. Traditions & Encounters: A Global Perspective on the Past, AP® UPDATED Edition. 6th edition. McGraw-Hill Education, 2016.
Bulliet, Richard W., Pamela Kyle Crossley, Daniel R. Headrick, Steven W. Hirsch, Lyman L. Johnson, and David Northup. The Earth and Its Peoples: A Global History. 7th edition. National Geographic/Cengage Learning, 2018.
Duiker, William J., Jackson J. Spielvogel. World History. 9th edition. Cengage Learning, 2019.
Dunn, Ross and Laura Mitchell. Panorama: A World History Volume 2. McGraw-Hill Education, 2018.
Ellis, Elizabeth Gaynor and Anthony Esler. World History: The Modern Era. Prentice Hall, 2009.
Getz, Trevor, Bennett Sherry, Bridgette Byrd O’Connor, Eman M. Elshaikh, et al. World History Project AP. OER Project, 2021.
Hansen, Valerie and Kenneth R. Curtis. Voyages in World History. 3rd edition. National Geographic/Cengage Learning, 2016.
Kordas, Ann, Ryan Lynch, Brooke Nelson, and Julie Tatlock. World History, Volume 2 from 1400. OpenStax, 2022.
Pollard, Elizabeth, Clifford Rosenberg, and Robert Tignor. Worlds Together, Worlds Apart, AP Edition. 1st edition. W.W. Norton, 2015.
Stearns, Peter N., Marc Jason Gilbert, Michael B. Adas, and Stuart B. Schwartz. World Civilizations: The Global Experience, Revised AP edition. 8th edition. Pearson, 2021.
Strayer, Robert W. Ways of the World. 5th edition. Bedford, Freeman & Worth.
Strayer, Robert W. and Eric W. Nelson. Ways of the World with Sources, for the AP® Course. 4th edition. BFW Publishers/Bedford/St. Martin's, 2019.
Von Sivers, Peter, Charles A. Desnoyers, and George B. Stow. Patterns of World History: Combined Volume. 2nd edition. Perfection Learning, 2014.
Wiesner-Hanks, Merry E., Patricia Buckley Ebrey, Roger B. Beck, Jerry Davila, Clare Haru Crowston, and John P. McKay. A History of World Societies, Combined Volume. 11th edition. Bedford/St. Martin’s, 2017.

That's just great! Apparently the AP trained teacher is not even using the right textbooks. I don't even know where my child is going to find the time to read two books, one for class, one to meet AP guidelines.

I wouldn’t listen to that. Oakton is using AMSCO as well for AP World.

Not for all units from what I’ve heard.

I know someone whose child is in the class so I can find out. Nonetheless, AMSCO is perfectly acceptable to use as it’s easier to read than a textbook and is somewhere in between a prep book and textbook.

[Anonymous]

Anonymous wrote:

Anonymous wrote:AP world is tge mist difficult class because it is their firsr "real" high school course where they are expected to write ans learn like an advanced high school student.

If they put in the work, their grades will improve significantly by the end of the year.

If they treat it like other classes, they will be lucky to eek out a B.

All 3 of mine, from the kid who aced every class without cracking a book, to the one who was a diligent student, to the one who often struggled in school, started AP world with grades ranging from C minus/D plus, to C plus/B minus.

All 3 finished the year with solid As in the class and 5s on the AP exam, including the one whose first grades were Ds.

Tell your kid to buckle down, listen/take notes in class and ask for help.

The class is rigorous and drmanding, but not insurmountable.

If your kid got a C plus on her first assessment, I predict that she is on track for an A in the class, based on my sample of 3 plus all my friends' kids who took AP world in 10th.

Exactly! If your a student who succeeds in ap world, the rest ends up being cake

Woohoo! My kid has a very high A in AP World right now. Struggling in a couple other classes though.

[Anonymous]

Why hasn’t the SAQ been returned to students? The retake is Tuesday and kids still have no idea how they did. Ridiculous!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:AP world is tge mist difficult class because it is their firsr "real" high school course where they are expected to write ans learn like an advanced high school student.

If they put in the work, their grades will improve significantly by the end of the year.

If they treat it like other classes, they will be lucky to eek out a B.

All 3 of mine, from the kid who aced every class without cracking a book, to the one who was a diligent student, to the one who often struggled in school, started AP world with grades ranging from C minus/D plus, to C plus/B minus.

All 3 finished the year with solid As in the class and 5s on the AP exam, including the one whose first grades were Ds.

Tell your kid to buckle down, listen/take notes in class and ask for help.

The class is rigorous and drmanding, but not insurmountable.

If your kid got a C plus on her first assessment, I predict that she is on track for an A in the class, based on my sample of 3 plus all my friends' kids who took AP world in 10th.

Exactly! If your a student who succeeds in ap world, the rest ends up being cake

Woohoo! My kid has a very high A in AP World right now. Struggling in a couple other classes though.

Congrats! Does your teacher actually teach?

[Anonymous]

I think the teacher makes a HUGE difference.
My kid is in AP world now - my second kid to take it at the same school. Different teachers and vastly different experiences. My first kid had a large but manageable homework load, the teacher taught them things in class, first kid learned a lot and received an A in the class and a 5 on the test.
Second kid, who is a generally similar academic performer, has been spending hours and hours every night on reading, assignments, studying, and is still barely hanging on to a C and claims the "teacher doesn't teach anything" during class. I have no way to verify this, of course. But it does seem like a difficult challenge!

[Anonymous]

Anonymous wrote:I think the teacher makes a HUGE difference.
My kid is in AP world now - my second kid to take it at the same school. Different teachers and vastly different experiences. My first kid had a large but manageable homework load, the teacher taught them things in class, first kid learned a lot and received an A in the class and a 5 on the test.
Second kid, who is a generally similar academic performer, has been spending hours and hours every night on reading, assignments, studying, and is still barely hanging on to a C and claims the "teacher doesn't teach anything" during class. I have no way to verify this, of course. But it does seem like a difficult challenge!

+1 yes, having a teacher who actually teaches makes a huge difference. That’s why I highly recommend Heimler’s review and videos. My child finally has something to help make sense of the vast info.

[Anonymous]

It’s been two weeks and kids still have not received their SAQ grades from the first test. The retake is Tuesday. How ridiculous is that?