Questions Related to the Use of AI

APUSH New Teacher Training in the Form of a Blog Post

This post seeks to address the thirteen questions new APUSH teachers likely have about using AI in the classroom. Here are the questions.

1. What percentage of APUSH teachers are utilizing AI for a classroom-related purpose?
2. What are some reasons why so many APUSH teachers still aren’t using AI for a class-related purpose?”
3. Isn’t it true that AI-generated content often relies on copyrighted material scraped from the Internet, making the use of tools like ChatGPT for educational purposes unethical?
4. I’m concerned that any work I assign to be completed outside of class that requires a written response will be done using AI. Grading such work, even for completion, seems pointless. That said, I’m wondering what APUSH teachers are planning to do. Never assign any homework that requires a written response.
5. How do you respond to those who say that in the Age of AI, all writing should be done in class with pen and paper, avoiding digital tools?
6. Are there any AI tools that can help my students master the skills needed to effectively respond to the exam’s SAQs, LEQs, and DBQs without requiring me to spend endless hours grading their responses?
7. Are there any AI tools that can provide my APUSH students with an unlimited number of APUSH-style MCQs and instant feedback?
8. Given that the CED suggests providing students with an opportunity to engage in a Socratic seminar for Topics 4.9 to 4.11, I would like to know if allowing students to use AI for any part of this or any other seminar might enhance their engagement and learning experience.
9. Can AI be used to enhance the effectiveness of entry tickets, exit tickets, and checks for understanding?
10. I want to present my students with two project-based learning opportunities that allow them to use AI. Do you have any suggestions?
11. What is a GPT, and how can it help my students learn what I want them to learn?
12. What is ChatGPT’s Voice Chat, and how can it help me learn what I need to learn?
13. What are APUSH teachers in the various online communities saying about the use of AI for classroom-related purposes?

If you’re a new APUSH teacher and have other AI-relating questions you’d like me to address, please don’t hesitate to email me at ppaccone@smusd.us.

Q1:

What percentage of APUSH teachers are using AI for a classroom-related purpose?

No study specifically addresses this question. The best data we have comes from an April 17, 2024, RAND study, which suggests that 2–3 months before the end of the school year, around 33% of K-12 teachers were using AI tools for various educational purposes.

While the study doesn’t break down this percentage by subject, a similar percentage of APUSH teachers are likely integrating AI tools into their teaching practices.

That said, it’s quite possible that by the time of this writing, the actual percentage of APUSH teachers using AI is infinitely higher, if only because the percentage of APUSH teachers using AI no doubt increased significantly towards the end of the academic year as many of these teachers likely turned to AI tools such as Class Companion, Khanmigo, Quizzes, and DeAP Learning Labs to help their students prepare for the written portions of the exam.

Looking ahead, I’m guessing many teachers will spend at least part of their summer exploring the world of AI. If so, it’s reasonable to predict that the percentage of APUSH teachers using AI for a classroom related purpose will increase even further in the fall. I’m betting 60% or better by Thanksgiving.

Q2:

What are some reasons why so many APUSH teachers still aren’t using AI for a class-related purpose?”

I don’t know of any studies that address this question. That said, I belong to several APUSH online teacher communities, and for the past year and a half, I have closely monitored the discussions in these groups as they relate to this question. I have also searched through past discussions and recently asked members for their thoughts. Based on this extensive engagement, here are the ten reasons most frequently cited by APUSH teachers for not using AI for a classroom-related purpose:

1. Some teachers have a fundamental distrust or fear of AI, describing it in extremely negative terms, with a few even referring to it as “the devil.”
2. Many believe that AI-generated content often relies on copyrighted material scraped from the internet and, therefore, the use of tools like ChatGPT for educational purposes is unethical.
3. Several teachers noted that their schools do not permit the use of AI, which has discouraged them from exploring it in any way.
4. More than a few teachers are concerned that the adoption of AI could lead to job losses, and they are, therefore, unwilling to support anything that might threaten their or any other teachers' employment.
5. Data privacy concerns are prevalent, with teachers worried about how AI tools collect, store, and use student data.
6. Many teachers feel they haven’t received adequate training or support to integrate AI tools effectively into their classrooms. This lack of preparation leaves them reluctant to explore the use of AI.
7. Some teachers believe that AI does not align with their educational philosophy or teaching style, preferring more traditional, human-centered approaches.
8. Teachers steer clear of using AI because they’ve heard it promotes bias and makes errors.
9. Broader ethical concerns, such as the potential for AI to exacerbate the digital divide and raise issues of fairness and equity in education, also contribute to teachers’ reluctance to use the technology.
10. The rapidly evolving nature of AI makes some teachers hesitant to invest any time and energy in learning how to use AI until things settle down. They prefer to wait for a more stable and predictable environment before committing to new technologies.

In my opinion, the above-stated reluctance to use AI can be divided into three main categories: ethical concerns, practical barriers, and uncertainty about the technology.

Q3:

Isn’t it true that AI-generated content often relies on copyrighted material scraped from the Internet, making the use of AI tools (like ChatGPT) for educational purposes unethical?

That’s not the position my site and district leaders are taking. Since the launch of ChatGPT in November 2022, they’ve maintained that using tools like ChatGPT for educational purposes isn’t unethical until the courts decide otherwise. Consequently, they’ve actively encouraged teachers district-wide to “lean into AI.” They’ve even paid teachers to attend four different 1.5-hour professional development sessions, and they’ve also compensated me for conducting those sessions.

For those who argue that courts don’t decide ethics and therefore believe the position my site and district admins are taking is silly, suggesting they have no ethics at all, it’s important to note that while courts don’t directly rule on ethics, they do influence them indirectly. This is exactly the point my site and district admins are making. Until the courts step in and place some limitations on the use of AI, we’re to assume that AI is here to stay and that we should embrace it to ensure our students don’t fall behind. For instance, cases like Tinker v. Des Moines (1969) indirectly set ethical standards by ruling on students’ free speech rights, which affects how schools manage student expression. Similarly, by setting legal precedents on how technology is used and interpreted, courts help shape our ethical guidelines, allowing us to navigate the evolving landscape responsibly.

Q4:

Regarding the topic of homework. I’m concerned that any work I assign to be completed outside of class that requires a written response will be done using AI. Grading such work, even for completion, seems pointless. That said, I wonder what APUSH teachers are planning to do. Never assign any homework that requires a written response.

It’s no surprise that you’re concerned. Given the consensus related to the unreliability of AI detection tools, it’s quite likely that a significant number of students will use AI to complete written homework. How to address this issue is ultimately a personal decision for each teacher.

For me, I plan to continue assigning written homework, but I won’t grade it directly. Instead, I will assess students based on their ability to discuss and explain their homework either orally, through multiple-choice questions, or via a few short answer questions with a lockdown browser installed.

This approach seeks to ensure that my students will engage with the material and genuinely understand it while reducing the likelihood of them relying on AI-generated responses.

Q5:

How do you respond to those who say that in the Age of AI, all writing should be done in class with pen and paper, avoiding digital tools?

While requiring all writing to be done in class with pen and paper can prevent the misuse of AI tools and encourage a focus on authentic, independent work, it doesn’t reflect how the real world operates, where, in my opinion, digital tools are everywhere and essential to most professional environments.

In other words, I think that reverting to pen and paper alone won’t prepare students for the future and, to the contrary, will actually set them back, and I don’t want to contribute to that. So, I think that in the Age of AI, we need to focus on using digital tools responsibly. This might mean requiring assignments to be completed digitally in class under supervised conditions, such as with a lockdown browser, or by assessing students through verbal presentations or defenses of their work. This approach better mirrors the real-world use of technology and prepares students for modern work environments while maintaining integrity and accountability.

Q6:

Are there any AI tools that can help my students master the skills needed to effectively respond to the exam’s SAQs, LEQs, and DBQs without requiring me to spend endless hours grading their responses?

Yes, there are several, with four standing out in particular: Class Companion and DeAP Learning Labs, which I am very familiar with and highly recommend, and Khanmigo and Quizizz, which I am far less familiar with but have heard good things about, hence my reason for mentioning both here.

Class Companion

Class Companion is an AI-powered tool designed to support APUSH teachers in helping their students master the skills necessary for effective responses to the SAQs, LEQs, and DBQs. It all begins with you, the teacher, going to the Class Companion website and creating an account. Once your account is set up, you can start assigning FRQs (aka SAQs, LEQs, or DBQs) to your students, with Class Companion offering a versatile selection of FRQs that you can choose from, including those created by Class Companion, contributed by other experienced teachers, or custom-designed by you to fit your specific curriculum needs.

After students submit their responses, Class Companion provides instant, detailed feedback on their performance. If students feel their responses were scored unfairly, they can dispute the scores within the platform. You, as the teacher, have the authority to review these disputes and override the AI-generated scores if necessary, ensuring that the assessment process remains fair and accurate. This feature allows you to maintain full control over grading, combining the efficiency of AI with the nuanced judgment that only an experienced teacher can provide.

Class Companion Overview

Tom Richey Class Companion Testimonial

DeAP Learning Labs

DeAP Learning Labs is another powerful AI-driven tool but one that offers a slightly different approach from Class Companion. While Class Companion’s SAQ, LEQ, and DBQ-related resources are only available after teachers assign them, DeAP Learning Labs provides students with direct access to these resources.

To access these resources, students should visit the DeAP Learning Labs website and navigate to the AP United States History section. They can choose the relevant workshop for SAQs, LEQs, and DBQs.

By selecting the “Tutor” option, students gain access to interactive guidance, practice prompts, and real-time feedback. The AI has been trained by APUSH teacher and YouTube celebrity Steve Heimler, ensuring that the content and assessment methods reflect his teaching style and expertise. This training means students receive high-quality instruction that is both effective and engaging.

Additionally, DeAP Learning Labs offers a “Grader” feature where students can submit their SAQ, LEQ, or DBQ responses. This tool provides detailed feedback and grades, helping students understand their strengths and areas for improvement. The combination of direct access to resources and feedback aligned with Steve Heimler’s standards ensures students are well-prepared for their exams.

Student entrepreneurs explain their AI education startup DeAP Learning

Khanmigo

Khanmigo is yet another online AI learning tool that offers a range of SAQ, LEQ, and DBQ resources for APUSH students.

Quizizz AI

Quizizz AI is another interactive AI tool that, I’m told, can help students master the skills needed to effectively respond to the exam’s SAQs, LEQs, and DBQs without requiring the teacher to spend endless hours grading their responses. That said, I have no personal experience with Quizizz, but I’ve heard from several teachers that, aside from Class Companion, Khanmigo, and DeAP Learning Labs, they should definitely take a look at it.

Quizizz AI Trailer

Qiuzizz 90 Second Preview

Accuracy of These Four FRQ AI-Scoring Tools

One of the big questions I’m often asked about these four FRQ AI scoring tools is, “Just how accurate are they?” It’s a tough question to answer, as I haven’t seen any comprehensive studies addressing this question.

However, based on my own experimentation with Class Companion, DeAP Learning Labs (and ChatGPT), I can provide some insights.

1. For SAQs, AI tools like Class Companion, DeAP Learning Labs, and ChatGPT are generally spot on, offering accurate and helpful feedback that closely aligns with standard grading criteria.
2. When it comes to LEQs, these tools typically achieve an accuracy rate of 85% or better, providing reliable feedback that can guide students in developing stronger essays and significantly reduce the time teachers need to spend on grading.
3. As for DBQs, I haven’t used these tools extensively enough to offer a definitive judgment, but the initial results are promising.
4. In just the past few months, I’ve noticed a remarkable improvement in the accuracy of Class Companion and DeAP Learning Labs for scoring FRQs.
5. Given the rapid advancements in AI, I predict that within the next three years, perhaps even sooner, the College Board will follow Texas’s lead in adopting AI for grading students’ responses to exam-day SAQs, LEQs, and DBQs, with this shift likely to involve a small but highly trained and professional team of teachers who will double-check a small percentage of AI-graded work to ensure accuracy and fairness in the evaluation process.

Q7

Are there any AI tools that can provide my APUSH students with an unlimited number of APUSH-style MCQs and instant feedback?

Yes, Class Companion and DeAP Learning Labs are two AI tools that stand out for providing an extensive range of APUSH-style MCQs with instant feedback.

Both tools are excellent resources for new APUSH teachers looking to provide their students with ample practice opportunities and timely feedback while freeing themselves from having to create questions, run scantrons through a grader, and spend valuable class time reviewing missed questions.

Q8

Given that the APUSH CED suggests providing students with an opportunity to engage in a Socratic Seminar for Topics 4.9 to 4.11, I would like to know if allowing students to use AI for any part of this seminar might enhance their engagement and learning experience.

Based on my experience this past year, the answer is yes — allowing students to use AI when prepping for a Socratic Seminar enhances their engagement and learning experience.

This seemed especially true when I permitted my students to use AI to prep for the CED-suggested 4.9–4.11 Socratic Seminar.

The central question posed to the students was, “What were the key ingredients in the creation of an American culture?”

I permitted, though did not require, my students to use AI to gather information, craft their own responses to the question, anticipate how they might respond to others’ comments, and generate questions they might ask.

The results were impressive, with the integration of AI into the Socratic Seminar significantly enhancing the depth and quality of the classroom discussion.

One of the best parts was seeing students who rarely, if ever, spoke up in class — those who were perceived as super shy or having language barriers — really step up. Their active participation was not only noticed but also deeply appreciated by their peers, as evidenced by the reflections shared after the seminar.

To put it another way, allowing students to use AI helped avoid what I had often seen in previous Socratic seminars: a widening gap between those who frequently speak up and those who don’t. AI use narrowed this gap, ensuring that all students felt they had played a meaningful part in the discussion.

After the seminar, as students walked out of class, there was a noticeable bonding and coming together that hadn’t happened in previous Socratic Seminars before the Age of AI. Previously, only those who spoke up would leave together, reinforcing existing dynamics. Now, those who spoke up made a point of going over to those who didn’t speak up as much, congratulating them and literally giving them a pat on the back. It was a beautiful thing to witness, showcasing a newfound camaraderie and mutual respect fostered, it seems, by the inclusive environment AI helped create.

Q9

Can AI be used to enhance the effectiveness of entry tickets, exit tickets, and checks for understanding?

Yes. AI can significantly enhance the effectiveness of entry tickets, exit tickets, and checks for understanding by streamlining the creation and evaluation process. AI tools can quickly generate customized questions tailored to specific lessons or topics, ensuring that students are adequately prepared or have comprehensively understood the material. Furthermore, AI can differentiate the difficulty of questions, offering more challenging content for advanced students and simpler questions for those needing more support, thereby catering to diverse learning levels. AI also supports a variety of question formats, such as multiple-choice, short-answer, or reflective prompts, which helps maintain student engagement and assess different aspects of their understanding.

Once these questions are generated, they can be uploaded to a learning management system (LMS) equipped with a lockdown browser, ensuring the integrity of student responses by preventing access to unauthorized resources. AI can then provide immediate grading and feedback, allowing students to quickly understand their performance and identify areas for improvement. This immediate feedback loop is crucial for reinforcing learning and addressing misconceptions in real-time. Additionally, AI tools can aggregate and analyze results, offering valuable insights into student performance trends and highlighting areas where additional instructional focus may be needed.

By leveraging AI for the creation and grading of entry and exit tickets, educators can not only save time but also enhance the formative assessment process, making it a more effective tool for improving student learning outcomes.

Q10:

I want to present my students with two project-based learning opportunities that allow them to use AI. Do you have any suggestions?

Here are two “Gold Standard” Project-Based Learning (PBL) opportunities that incorporate student use of AI.

The Vietnam War PBL: In this project, students take on the role of a scriptwriter tasked with creating a film about a fictional Marine named Joe Titan. This narrative approach provides a unique lens through which students explore critical events and controversies of the Vietnam War.

The project begins with an in-depth study of the Vietnam War, covering its causes, key events, and outcomes. Students then use AI tools like ChatGPT to brainstorm, draft, and refine their scripts, ensuring historical accuracy and creative storytelling. Each group is assigned a specific scene to write, reflecting on significant moments such as the Siege of Khe Sanh or the Kent State shootings.

The culmination of this project involves presenting their scripts to the class, where students must answer questions about their scenes, demonstrating their understanding of the historical context and their creative process. This not only enhances their historical knowledge but also develops their writing, critical thinking, and presentation skills.

For more details, click here.

The US Constitution 101 PBL: Another exciting PBL is “The US Constitution 101.” In this project, students create a comprehensive e-book about the US Constitution, each contributing a chapter on a specific aspect such as the Bill of Rights or Judicial Review.

Students use AI tools to assist in researching, drafting, and editing their chapters. Each chapter is enriched with multimedia content, including captivating header images and relevant YouTube videos. This project fosters deep understanding of the Constitution while enhancing research and presentation skills.

The project concludes with students pitching their chapters, simulating a real-world publishing scenario where they must defend their content and answer questions from their peers. This immersive experience not only deepens their grasp of constitutional concepts but also hones their public speaking and critical thinking abilities. F

For more details, click here.

Q11

What is a GPT, and how can it help my students learn what I want them to learn?

A GPT is a type of artificial intelligence similar to ChatGPT, but it goes one step further. Unlike ChatGPT, a GPT can be trained by teachers to teach and assess in a way that mirrors their pedagogy. (To get a better understanding of what this means, see the four examples appearing below):

Example #1:
The teacher believes that his/her students are most likely to earn the thesis point if they employ the teacher’s two-sentence thesis writing strategy. In response, the teacher explains this strategy in class and then creates a GPT that allows students to respond to various prompts, with the thesis point only awarded if the students correctly employ the teacher’s two-sentence thesis writing strategy. The link to that GPT is then shared with the students, who can use it to practice on their own.

Example #2:
The teacher believes that his/her students need to know only 13 dates, along with various events that occurred in those years or shortly before or after. The teacher creates a GPT that is directed to generate an endless number of multiple-choice questions designed to help students practice and master these dates. The link to that GPT is then shared with the students, who can use it to practice on their own.

Example #3:
The teacher instructs his/her students that to earn the contextualization point, they should begin the first sentence with the word “before,” followed by the earliest date mentioned in the prompt, and then write 2–5 sentences describing events that happened before that date and relate to the prompt. The teacher believes this approach is the most likely to earn students the contextualization point. The teacher then creates a GPT, directs it accordingly, inputs a variety of prompts, and provides the link to the students. The students can then practice earning the contextualization point on their own time, with the point being awarded only if they correctly apply the teacher’s contextualization strategy.

Example #4:
The teacher believes that one of the best ways for students to understand historical content is by comparing new topics with those previously studied. So, after teaching the Compromise of 1850, the teacher creates a GPT designed to prompt students to compare the Compromise of 1850 with the Missouri Compromise of 1820, a topic covered in an earlier unit. The GPT asks questions that require students to identify and explain differences and similarities between the two compromises, such as how each addressed the balance between free and slave states. The teacher then shares the link to this GPT with his/her students, enabling them to practice comparative analysis independently and reinforce their understanding of the material.

Here are some of the GPTs that I’ve created this past year for my APUSH students:

• APUSH Date Master
• APUSH Non-Stimulus MCQs
• APUSH Comparison Coach
• APUSH Success Hub
• APUSH Thesis Practice Tool
• The APUSH Complexity Point Scoring Activity

To conclude, GPTs (Generative Pre-trained Transformers) offer a powerful tool for all teachers to extend their instructional reach beyond the classroom. By creating customized GPTs that reflect their teaching strategies and objectives, teachers can provide students with targeted practice that reinforces key skills and content. Whether it’s crafting a precise thesis, mastering specific dates, or understanding the contextualization point, and/or more, these AI-driven tools allow for personalized and consistent feedback. They empower students to engage in meaningful practice on their own time, fostering a deeper understanding and better preparation for the APUSH exam. As an extension of the teacher’s expertise, GPTs help ensure that students can learn effectively and efficiently, meeting the high standards set by their educators.

Q12:

What is ChatGPT’s Voice Chat, and How Can it Help Me Learn What I Need to Learn?

ChatGPT’s Voice Chat is an advanced feature available in the subscription version of ChatGPT that allows you to have natural, spoken conversations with the AI. It provides an experience akin to talking with an expert APUSH mentor, any time, anywhere, without the need to type.

Here are some practical scenarios to illustrate how this feature can enhance your daily routine:

During Your Car Ride to Work: Imagine you’re a new APUSH teacher in Los Angeles driving to school, thinking about your upcoming lesson on muckrakers. Suddenly, you realize you should include the story of a local muckraker to make the lesson more relatable. However, you don’t know much about any local muckrakers. You call one of your mentors, but they don’t pick up. Feeling stressed, you remember the Voice Chat feature. You press the headphone icon on ChatGPT and ask, “Can you tell me about a notable LA-area Progressive-era muckraker?” Instantly, you receive an insightful answer to use in your lesson.

Intrigued, you then ask for a second example and a third. ChatGPT provides you with the stories of John Randolph Haynes, a physician and reformer who fought political corruption in Los Angeles, and Alice Stebbins Wells, the first female police officer in the LAPD who campaigned for social reforms and women’s rights.

Now curious about which story would resonate best with your students, you ask, “Which of these three muckrakers would be best suited for my APUSH lesson, and why?” ChatGPT considers your question and recommends focusing on Alice Stebbins Wells because her story not only highlights significant social reforms and the fight for women’s rights but also provides a compelling local connection that can engage your students by showcasing the impact of muckrakers in their own city.

On Your Car Ride Home After Work: Imagine that you’re well into the second quarter of teaching APUSH, and on your car ride home after work one day, you find yourself reflecting on the day and, in the process, conclude that your lesson on earning the thesis point didn’t go over well. Despite your best efforts, your students just couldn’t grasp how to do it. Anxiety builds as you tell yourself a new approach is needed, though you don’t have time to do any research at home tonight. So you call a fellow APUSH teacher who tries to help, but nothing he/she says sinks in. Yet, you politely end the call to avoid taking up more of their time. Then, you turn to Voice Chat. You describe your lesson and ask, “Can you help me devise a more effective way to teach my APUSH students to earn the thesis point?” ChatGPT provides actionable advice and alternative methods, offering the personalized support of a mentor but with unlimited patience and willingness to explore various explanations.

While Doing Routine Chores: Imagine it’s the weekend, and you’re folding laundry, thinking about your Friday lesson on nativism and the Chinese American experience. Then suddenly you find yourself inspired to create a mini-lecture on the Chinese hand-washing laundry business in San Francisco but lack detailed knowledge. You turn to Voice Chat and ask, “What can you tell me about the Chinese hand-washing laundry business in San Francisco and its connection to nativism?” Voice Chat provides a clear and informative explanation. Better yet, it doesn’t seem in the least bit annoyed about the background noise of the washing machine or interruptions from your family or pets.

While Exercising: Imagine it’s spring break and while in the gymn and on the treadmill, you recall learning at your summer APSI that APUSH can be taught both chronologically and thematically. Although you teach chronologically, you decide that after you get back and with the goal of heloinbg the students to prepare for the exam in May, it would help your students to review a particular theme, such as immigration, from the 1800s to the 1965 Immigration Act. Yet you feel unsure of what to include in this review. So you ask Voice Chat, “What are the key points my APUSH students need to know about the theme of immigration in the perud from 1800 to the 1965 Immigration Act?” Voice Chat provides a detailed, easy-to-understand breakdown, giving you the confidence and information to plan this review lesson, much like a mentor guiding could do if he/she were standing next to your treadmill.

Bottom line, ChatGPT’s Voice Chat is your ultimate digital mentor, always ready to provide real-time answers and support, just as if you were having a conversation with a trusted human mentor. Whether you’re driving, doing chores, or working out, this feature ensures you have access to expert advice and personalized guidance whenever you need it, making your teaching journey smoother and more enriched.

Q13:

What are APUSH teachers in the various online communities saying about the use of AI for classroom-related purposes?

Before publishing this post, I shared each of the twelve questions appearing above and my responses with various APUSH teachers. Below are some of the comments and feedback I received from them. This section will be updated periodically over the next six months to reflect ongoing discussions and insights.

In response to Q1

What percentage of APUSH teachers are utilizing AI for a classroom-related purpose?

Based on my observations and conversations with colleagues, I’d estimate that only about 10% of APUSH teachers are currently utilizing AI in the classroom. Many teachers are still hesitant or unsure about how to effectively integrate these tools into their teaching practices. However, I think this number will grow as more educators become comfortable with the technology and see its potential benefits for enhancing student learning.”

Probably less than 10%. Most APUSH teachers I know are either too intimidated by AI or think it’s just a fad. They’re sticking to their old ways.”

I’d say less than 15%. AI in classrooms? Most of my colleagues think it’s nonsense and prefer not to waste time on it.

After 17 years of instruction, I’m either too old or too stubborn to believe AI can be better than anything I can do.

I basically use it as a glorified search engine. It’s not producing actual product. Lists, citations, suggestions for which direction to go with research, who’s published work to read next or identifying gaps in research. I don’t think there are any attribution issues there.

No. I have not used it. Don’t plan to. Ever, if I can avoid it.

I used it to create all of my quizzes this year for APUSH… kids said the questions I made with it (of which I did a lot of priming and fine tuning with chatgpt before actually starting the making of questions) were just hard enough and but fair. Took me about an hour on average to make a quiz, but for the final product of each was much better than what I could do without.

Used AI a lot this year in all of my classes. Most of what I used it for was to create resources for study guides and games. It has made me several sets of taboo cards for review, as well as lists of true or false statements about units for “the marker game”. For both, I had to be very specific. For instance, with true or false statements, I had to be very specific about how many of each type I wanted and had it make many extra so I could eliminate bad ones. For taboo, I gave it a vocab list.

I also showed kids how to cite sources for research papers Using ChatGPT because it works better than citation machine. We also had many conversations around how to use it appropriately in research.

I did find it to be much more efficient to do many things if you use the right prompt and you amend whatever it gives you back. All of that said, I only use it for more menial tasks and nothing that requires a lot of thought or creativity. I have yet to find an AI that can even make a good multiple choice questions.

I used it mostly to type up my pdf answers that were handwritten. Responses were sometimes really close and sometimes in left field.

I’ve used it to create study guides. I also use it for ideas in lesson planning. I don’t use everything but if I feel like I’ve exhausted my other resources, I’ll try AI. The ones I’ve used in particular were magic school.ai and beta.diffit there’s no harm in trying it out

In response to Q2

What are some reasons why so many APUSH teachers still aren’t using AI for a class-related purpose?”

Fear of the unknown. Most APUSH teachers think AI is too complex or will replace their jobs. They’re scared and stuck in their ways.

APUSH teachers notoriously think they know best, so when it comes to AI, their attitude is, ‘No AI is going to teach my class for me.

It’s the devil. So I’m steering clear. Guessing others, for the same reason, will too.

In response to Q3

Isn’t it true that AI-generated content often relies on copyrighted material scraped from the Internet, making the use of tools like ChatGPT for educational purposes unethical?

Everything from ChatGPT is original. It scrapes the internet to learn and better predict the relationship and patterns of words within a topic. Nothing more nothing less. It’s therefore actually more ethical than four grade level teachers each planning a subject content and swapping notes and teaching lessons they didn’t plan.

It’s harvested material others have written and re arranges it.

Courts decide legalities, not ethics. If one needs someone else to tell them what is ethical, then they have no ethics of their own.

The small amount folks who are discussing this amazes me. The ai companies will say it is fair use. At this point, I don’t believe it is. If everything we create can be scraped up and spit back at us for $20 a month, what will that do to future creators? Most of the tools do not credit or cite or compensate anyone. I’ve heard many arguments. “it’s the same as a person going to a museum to get inspired…” “It’s not remembering” “it’s creating new content.” I understand I’m in the minority, but this question of ethics is valid.

(I) believe that it is impossible to ever ethically use AI for history writing. (It’s) a generative engine that draws from a large and unattributed pool of human creativity?

In response to Q4

I’m concerned that any work I assign to be completed outside of class that requires a written response will be done using AI. Grading such work, even for completion, seems pointless. That said, I’m wondering what APUSH teachers are planning to do. Never assign any homework that requires a written response.

(no responses yet)

In response to Q5

How do you respond to those who say that, since AI can be used for writing assignments at home and is not easily detected, all writing should be done in class with pen and paper, avoiding digital tools?

Board Exams are still pen and paper. Writing is still essential. Having the stamina to last a 2 hours written exam is still required. So before we just the gun about future this future that.. Let not forget the kids need to get through the now to enter college at the first place.

Dinosaur in the tar pit. The day of traditional paper-based assessments has drawn to a close

For a continuation of the above, check back mid summer.

In response to Q6

Are there any AI tools that can help my students master the skills needed to effectively respond to the exam’s SAQs, LEQs, and DBQs without requiring me to spend endless hours grading their responses?

Teachers should not outsource grading to AI for the following reasons: (1) Teachers should not submit their students work for chatgpt to be trained on. The intellectual property does not belong to the teacher, but to the student; (2) The AI model may well be biased. Can you assure that a student who signs their name “Chen” will be graded the same way as a student that signs their name “Smith”? Sam vs Samantha?l (3) Has a teacher submitted the work of multiple students to a single chat instance, so that the chat response of prior students influences those of successive students? If so, how do they assure the grades of those graded later weren’t biased by the responses of the earlier submissions? (4) How does the teacher deal with trends, either on a fixed assignment across all students, or a fixed student across all assignments? (5) As a mandatory reporter, does a teacher read the assignment for red flags, or just hope that the AI response let’s them know if a student has expressed troubling content? What are the legal ramifications of abdicating this responsibility to a machine, particularly one that the teacher is no more familiar with than the students

I had an eye opening & interesting time playing with having ChatGPT grade essays that I had already graded. Eventually, after prompting it in several different ways and having it review and use my Rubric in the right context I was able to have it give nearly the same feedback that I had given on the essay I had asked it to evaluate. I would never have it solely grade essays on its own and use those marks. I think it is a great TOOL to reinforce my critical thinking.

ChatGPT is an excellent tool for grading. It removes the need to calibrate grading with other teachers.

ChatGPT is a great all-purpose tool. It isn’t specifically trained to grade essays, so I’d be willing to bet there are better tools out there. I’m not usually a worry wort about things, but I feel like it is only a matter of time before someone somewhere gets made into an example of violating FERPA by being a little too loose about what of students’ work and info they put into ChatGPT. I’m sure most of us are being careful enough, but it’s worth mentioning.

I don’t think I would use it solely. I think any good teacher would go back and check. I like the comments I get from it. Some of them are better than mine.

I personally think you should grade the papers yourself

In response to Q7

Are there any AI tools that can provide my APUSH students with an unlimited number of APUSH-style MCQs and instant feedback?

After reading your blog post this morning, I tried DeAP Learning and Class Companion for both SAQs and MCQs and holy mackerel, both are great! I can see using Class Companion when *I* need to see how students are progressing with these tasks, but offering students DeAP to use on their own. Thank you for everything you do for this group!

In response to Q8

Given that the CED suggests providing students with an opportunity to engage in a Socratic seminar for Topics 4.9 to 4.11, I would like to know if allowing students to use AI for any part of this or any other seminar might enhance their engagement and learning experience.

In response to Q9

Can AI be used to enhance the effectiveness of entry tickets, exit tickets, and checks for understanding?

In response to Q10

I want to present my students with two project-based learning opportunities that allow them to use AI. Do you have any suggestions?

I integrate some PBL in APUSH. I found a Shark Tank project for my students to do for Industrial Revolution that was a smash hit. I also had them do brochures for the Colonies to advertise their assigned colony. Post test they did dioramas of an event they enjoyed learning about and presented them. They loved it
— APUSH teacher Mallory

Click here to view Mallory’s Shark Tank PBL Instructions, and click here to view her 13 Colonies PBL instructions.

In response to Q11

What is a GPT, and how can it help my students learn what I want them to learn?

In response to Q12

What is ChatGPT’s Voice Chat, and how can it help me learn what I need to learn?

This is brand new to me, and I love it. Cannot wait to mess around with it this week now!

I’ve used it in the car myself a few times, but if I can look at the screen I much prefer using it in regular mode and using the OS’s built in dictation (whether on my Pixel phone, where it is super fast and accurate, or on my mac, where it is…. just ok). I like being able to see the text version of what I am saying as I say it, so I can edit it if it gets it wrong. Also regular mode gives longer and more detailed answers.

I look forward to being able to use the best of both at some point in the future.

I find ChatGPT to have the most fluid conversational strategy and tone. It is far more natural than Alexa, Siri, or copilot.

Peter. You’ve given great examples of how to use this feature. As teachers we’re always thinking about this stuff on our commutes anyways. Love this as a way to turn some of those thoughts into things we can use in class without looking down at our phones

This is brand new to me, and I love it. Cannot wait to mess around with it this week now!

I like to start with asking it to wait at least 3 to 5 seconds before responding as sometimes I get stuck mid sentence and then it starts answering before I’m finished. But I do enjoy a good conversation bouncing ideas around

Sidenote #1

This post was created with the input and assistance of a team of highly experienced and well-respected APUSH teachers who wish to remain anonymous. This is a collective effort, not the work of one individual..

Sidenote #2:

I am a San Marino High School social studies teacher with 37 years of classroom experience. Over the years, I have taught APUSH, AP Government, and AP Macroeconomics. Additionally, I run a tutoring business focused on AP social studies courses, except for AP Microeconomics, and including the newest AP course, AP African American Studies.

I also serve as the Class Companion Teacher Advisor and Community Outreach Manager, frequently blogging and speaking about the topic of AI in Education. This past year, I was a member of the College Board’s AI in AP Social Studies Committee. I founded and help administrate a Facebook group called “AI in AP Social Studies.” Recently, I was featured in a TIME magazine article titled The Creative Ways Teachers Are Using ChatGPT in the Classroom.

In 2015, I was honored with The Henry Ford’s Innovation Nation Teacher Innovator Award, recognizing me as one of the top twenty innovative teachers in America.