Questions Related to Pacing

APUSH New Teacher Training in the Form of a Blog Post

Here are some of the most common questions new teachers have related to the pacing:

Q1: What do I need to do to create a year-long pacing guide that ensures all APUSH content is covered before the exam? The first step is to recognize that College Board, in its APUSH Course and Exam Description (CED), recommends that teachers use a certain number of “class periods” when teaching each period (or “unit”) of the course:

• Period 1 (1491–1607): 8 class periods
• Period 2 (1607–1754): 14 class periods
• Period 3 (1754–1800): 17 class periods
• Period 4 (1800–1848): 11 class periods
• Period 5 (1844–1877): 17 class periods
• Period 6 (1865–1898): 18 class periods
• Period 7 (1890–1945): 21 class periods
• Period 8 (1945–1980): 20 class periods
• Period 9 (1980–Present): 8 class periods

These recommendations are based on the assumption of having a class of average students or better.

Next, you have to decide whether the term “class period” includes time for testing and reviewing tests or merely the delivery of content. I recommend that you interpret the term “class period” to encompass the entire unit, including instruction, testing, and review. Yes, going this route will probably leave you feeling a bit rushed, but it will also maximize the time you’ll have available for review before the exam, which, in my opinion, makes it all worth it. That’s when real learning takes place.

Next, convert the number of class periods into instructional minutes. According to the College Board, a “class period” is defined as a 45-minute class session and so to convert the number of class periods into instructional minutes, multiply the number of class periods by 45 minutes. For example, for Period 1 (1491–1607), which requires 8 class periods, you would calculate:

8 class periods × 45 minutes = 360 instructional minutes

After calculating the instructional minutes, adjust for your schedule by dividing the total instructional minutes by the length of your class periods. For instance, if you have 105-minute classes:

360 minutes ÷ 105 minutes ≈ 3.5 class periods

Next, apply this to your calendar.

By following these steps, you can ensure that you allocate the appropriate amount of time to each unit, keeping your pacing on track while accommodating your students' needs and the structure of your school day.

In the alternative, ask the members of the Facebook AP Teacher Community and/or the College Boards APUSH Online Teacher Community for assistance.

Q2: What would CB’s recommended pacing guide look like at your school if applied to APUSH Period 1? My school has a Modified A/B Block Schedule, with a Monday-Thursday bell schedule consisting of 105-minute class periods and a Friday bell schedule consisting of 54-minute class periods. That said, CB’s recommended pacing guide, if applied to an “A-Period Class” with a focus on Period 1, would look like this at my school next year:

Wednesday, August 14 (105-minute class):
The first day of class. I welcome the students, tell them a bit about myself, and have an icebreaker activity designed to let me get to know them better, especially in terms of their mindset relating to the class. We then go over the syllabus together, discussing course expectations, grading policies, and the importance of active participation. I give an overview of the APUSH exam structure, showing them sample questions so they know what to expect. We spend some time exploring the textbook, guiding them through its key features and how to use it effectively. I wrap up the session with a Q&A to address any questions or concerns they might have. Importantly, I make it clear from the outset that I will not be starting Unit 1 content just yet — this day is all about setting the stage for a successful year.

Thursday, August 15:
No class today.

Friday, August 16 (54-minute class period):
Begin to teach Period 1 (1491–1607). Use the full 54 minutes.

Monday, August 19 (105-minute class period):
Continue to teach Period 1. Use the full 105 minutes. When done, I will have used 159 of the recommended 360 instructional minutes.

Tuesday, August 20:
No class today.

Wednesday, August 21 (105-minute class period):
Continue to teach Period 1. Use the full 105 minutes. When done, I will have used 264 of the recommended 360 instructional minutes.

Thursday, August 22:
No class today.

Friday, August 23 (54-minute class period):
Continue to teach Period 1. Use the full 54 minutes. When done, I will have used 318 of the recommended 360 instructional minutes.

Monday, August 26 (105-minute class period):
Give the Period 1 test. Go over the test. Begin to teach P2 (1607–1754)

Q3: What should I do if I fall behind schedule? First, understand that it is natural for a first-year APUSH teacher to fall behind schedule. It’s an expected part of the learning process.

Next, don’t hesitate to direct your students to the “explainer videos” currently found online an designed to teach students everywhere the necessary content. Videos produced by Adam Norris, Stephen Heimler, Tom Richey, and the College Board (via its AP Daily Videos) are all particularly effective. Assigning these videos can help cover the material you may not have time to address in class, ensuring your students stay on track.