Dr. Francis McMann teaches AP* Micro and Macro Economics and Philosophy at George Washington High School, Cedar Rapids, Iowa where he also serves as the Chair of the History and Social Sciences Department. and Chair of Social Studies Curriculum and Instruction for the Cedar Rapids Community Schools. Since 1991 he has served as a faculty consultant for AP* Economics and is currently a consultant for the College Board*'s Midwest Region. In addition to facilitating many AP* Conferences and Institutes, he has contributed to publications concerning curriculum, measurement and testing. He is a frequent contributor to the College Board*'s AP* Economics publications and is a past member for the College Board's National Academic Advisory Committee for History and Social Sciences and served as an Assessment Specialist for Educational Testing Service. He lives in Cedar Rapids, Iowa, with wife Carolyn and Toby, the dog. All celebrate the successes of their children and grandchildren, but enjoy the environment of an empty nest. For additional information concerning his AP* Economics courses, teachers, students and parents (and school administrators) are encouraged to visit the schools website at George Washington High School and navigate to the specific AP* Economics web-page.

You can e-mail Francis at fmcmann@cr.k12.ia.us

The Advanced Placement* (AP*) Economics Summer Workshop is designed for both beginning and experienced teachers of AP* Micro & Macro Economics. Specifically, the course is organized and tailored to meet the needs of an eclectic secondary teacher population by

1. reviewing the College Board* content specifications for micro and macro economics courses;
2. specifying the sequence of key concepts;
3. identifying problematic areas of economic study for secondary students, including graphical and mathematical issues;
4. the organizing and developing of teaching models;
5. the developing of writing models for AP* Economics; and
6. developing and refining measurement and evaluation procedures.

Day 1, Monday

What to teach?

1. Inventory Survey - What do you want?
2. College Board* AP* Content Specifications - The "Acorn" book
   1. AM - Micro Economics
   2. PM - Macro Economics
3. Graphical and mathematical competencies
4. Problematic areas in teaching and learning (designated by Chief Reader, 1989-Present)
5. Economics Sources: Texts, Ancillary Materials, Web Sites, AP* Central, AP* Econ Electronic Discussion, AP* Teacher Guides

Day 2, Tuesday

How do you teach this? Models for teaching economics - "Active learning"

1. Developing the school or district AP* Micro and AP* Macro Economic Curriculum Map
2. Developing curriculum calendars for sequential learning
3. Developing a model teaching unit - content, skills, sequence
4. Teaching models for units of instruction
   1. Models for active learning - creating a task analysis
   2. Using newspapers and periodicals to enhance meaning and application
   3. Using text auxiliaries, and commercial study guides
5. Developing writing models for AP* Economics
6. AP* Audit: Creating, reviewing, or evaluating the audit syllabus

Day 3, Wednesday

How did they do? Measurement and Evaluation in AP* Economics

1. Correlating the Table of Specifications with the test
2. Developing AP* caliber multiple choice questions
3. Constructing parallel constructed response items
4. Grading by rubrics
5. Evaluating - What does that single digit AP* number mean? What is the relationship (correlation) between the AP* score and my test (and grade)?

Day 4, Thursday

The 2008 AP* Micro and Macro Economics Examinations

1. Review the questions and content specifications
2. Writing rubrics
3. Review the 2008 rubrics and grading process
4. Score sample student answers
5. Check reliability of scoring
6. Testing strategies for the constructed response and objective response test.
7. Using College Board*'s released examinations - getting the "bang for the buck"

Day 5, Friday

Recapitulation

1. Review/discussion of inventory survey - What have I left undone?
2. An AP* Economics DBQ--
3. Time-share - exchange of lessons, ideas, test, strategies among participants
4. Is learning this stuff possible for all students? - issues of equity