AP United States History

SYLLABUS Goals The AP program in United States History is designed to provide students with analytic skills and factual knowledge necessary to deal critically with the problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical material their relevance to a given interpretive problem, their reliability, and their importance and to weigh the evidence and interpretations presented in historical scholarship. An AP United States History course should thus develop the skills necessary to arrive at conclusions on the basis of and informed judgment and to present reasons and evidence clearly and persuasively in essay format. Students Admission to an Advanced Placement course should depend upon a students commitment to the subject as well as such formal credentials as high aptitude scores or outstanding grade records. Many students lacking outstanding credentials have successfully completed Advanced Placement courses and obtained college credit or Advanced Placement through the Advanced Placement Examination. The aim of an Advanced Placement course should be to provide the student with a learning experience equivalent to that obtained in most college introductory United States History courses. All students should develop an impeccable work ethic and become responsible for his or her success in the course. Time should be set aside daily to review course information and prepare course material. The Advanced Placement Course Although there is little to be gained by rote memorization of names and dates in an encyclopedic manner, a student must be able to draw upon a reservoir of systematic factual knowledge in order to exercise analytic skills intelligently. Striking a balance between teaching factual knowledge and critical analysis is a demanding but crucial task in the design of a successful AP course in history.

Assessments Students will be assessed by a series of Document-Based Questions (DBQs) A quarterly DBQ is required. (Student choice is from one of the quarter units.) Test will consist of a thematic essay, and / or multiple choice questions, depending on the length and indepthness of the unit. Analytical Essays: One thematic essay is required per unit. It may be one of the essential content questions or based on other thematic content. Multiple Choice questions: Usually 33 MC items, five choices each. Group Presentation Projects: All groups will be assessed according to the criteria rubric that is presented with the assigned projects. Projects include Biographical Profiles, Cultural Literacy, Debate Issues and others deemed by the instructor. Reading Assignments: Reading assignments are assigned from primary and secondary sources, handout excerpts, and various reader text and internet sources. Each Student will turn in one Conceptual Assessment Portfolio per semester. The Portfolio Packet will be received at the beginning of each semester and due at its end. Only quality work will be accepted! 1st semester, Decade in Crisis and the Civil War 2nd semester, The Civil Rights Movement Note: Each assignment will be accompanied by an in-depth rubric that describes the detailed explanations of the assignments format and grading scale. Note: All projects, portfolios debate issues, etc., MUST be approved by the Instructor before any work is initiated. Textbooks One Textbook is furnished to the students: Out of Many Prentice Hall (2004) TSBN 0-13-09892-5 Students can check out supplemental textbooks for supporting reading including: American Pageant Heath Publishing ISBN 0-669-33892-3 Course Units of Study include: 1. Discovery, Settlement and Colonial Society 2. Conflicts, Revolution and the Creation of Government 3. The Constitution and the New Republic 4. The Revolution of 1800 and the Age of Jefferson 5. Age of Jackson and the Growth of Democracy 6. Expansion Across the Continent and Reform Movements 7. Decade in Crisis, Civil War, and Reconstruction 8. The Gilded Age and the Rise of Industrial America 9. The American West and Native Americans 10. Populism and the Progressivism

11. Imperialism and World War I 12. The Roaring 1920s and the Great Depression 13. World War II and the Post war Era 14. The Cold War 15. The Civil Rights Movement 16. The Contemporary World

Course Outline Unit 1: Discovery, Settlement, and Colonial Society

Readings: Text, Out of Many, Chapter(s) 2, 3, 4, 5 Supplemental Document Excerpts: Mayflower Compact, Maryland Toleration Act, Constitution of Iroquois Nations, Massachusetts Body of Liberties Themes: Mediterranean Trade and European Expansion Columbus and the Geographic Revolution Spanish Exploration and Conquest The Evolution of Chesapeake Society Origins and Development of a Slave Labor System Protestant Reformation and the Origins of Puritanism The Evolution of English Society The Colonies and the British Empire Essential Questions: Analyze social and economic impact of contacts between Native American peoples and early explorers. Analyze Spanish, French, and British motives for colonization Analyze political, economic, social, and religious comparison of the British New England, Middle Atlantic, and Southern colonies. Major Assignments and Assessments: Develop a chart explaining the motives of establishing the Spanish, English, and French claims to the New World. Include: Native interaction Religious motives Geography Economic motives The development of North America slave societies The establishment of government Unit Test: MC DBQ Exercise: Introduce the DBQs / Documents

Introduce the DBQ Grading Document

Unit 2: Conflicts, Revolution and the Beginnings of Government

Readings: Text, American Pageant Chapter(s) 6, 7, 8 Supplemental Documents Excerpts: Albany Plan of Union, Letters from a Farmer Pennsylvania, Common Sense, Declaration of Independence, Articles of Confederation, Northwest Ordinance (1785, 1787) Themes: The Economics of Mercantilism Anglo-French Rivalries The Seven Years War in America and the Expulsion of France The Emergence of American Nationalism The Economics of Resistance Independence and Beginnings of Government Revolutionary Effects on State Politics Essential Questions: Compare / contrast the American and British views regarding the philosophy of the British policy of salutary neglect toward the colonies after the French and Indian War. Trace the evolution of government from the Albany Congress to the creation of the Articles of Confederation. It can be argued that America lost the Revolutionary War but won the peace. Assess the validity this statement Major Assessments and Assessments: Interpreting original document project: Using excerpts from the Declaration of Independence create a chart to define the three major conditions of John Lockes contract theory of government. Abide by the handout rubric. Unit Test: MC / Thematic Essay Writing DBQ Exercise: Document Interpretation Developing a Thesis Citing Documents in DBQ Essays

Unit 3: The Constitution and the New Republic

Readings: Text: Out of Many, Chapter(s) 8 Supplemental Document Excerpts: Abigail to John Adams, Correspondence on Womens Rights, The Federalist no. 10, United States Constitution, Washingtons Farewell Address, Kentucky and Virginia Resolutions Themes: State Constitutional Governments Shays Rebellion and the Necessity of Reform The Constitution Convention Ratification and the Bill of Rights President Washington and the Nation Hamiltons Controversial Fiscal Policy The Beginnings of United States Foreign Policy The Rise of National Politics and Political Parties The Jeffersonian Revolution of 1800 Essential Questions: Analyze the factors that combined to bring about the ratification of the Constitution. Compare and contrast the views of Thomas Jefferson and Alexander Hamilton while they were members of Washingtons cabinet. Examine evidence that supports the primary goal of the development of United States foreign policy under Washington and Adams was to avoid war. Major Assignments and Assessments: Choose one of the assignments. (a) Create a chart titled Debating the Constitution. Categorize leaders, arguments, strategy, advantages, and disadvantages. Abide by the handout rubric. (2) Create a chart titled Comparison of Federalist and democratic-Republican Parties. Categorize leaders, view of the Constitution, foreign policy, military policy, domestic policy, and chief supporters. Abide by the handout rubric. Unit Test: MC / Thematic Essay DBQ Exercise: Differentiating Between Primary / Secondary Sources Reducing Documents to Excerpts Utilizing the 15-Minute Reading Time

Unit 4: The Revolution of 1800 and the Age of Jefferson

Readings: Text, American Pageant, Chapter(s) 11, 12, 13 Supplemental Document Excerpts: Supreme Court Case Briefs, Charles Dickens On the Lowell Factory Girls, Monroe Doctrine Themes: Jeffersons Government and Republican Agrarianism An Independent Judiciary and the Doctrine of Judicial Review The Louisiana Purchase Foreign Policy Under Jefferson The War Hawks Come to Power Mr. Madisons War Nationalism and the Era of Good Feeling Clays American System and the Panic of 1819 Sectionalism and the Missouri Compromise The Nationalistic Monroe Doctrine

Essential Questions: Discuss foreign policy under Jeffersons administration. Include foreign intervention and decisions made for domestic expediency. Discuss to what extent the Federalist assumed support for state rights as opposition to the Democratic-Republicans toward the end of the War of 1812. From Madisons point of view, the War if 1812 achieved none of its original aims. Explain why its consequences were important for the future development of the United States. Major Assignments and Assessments: Group Constitutional Case Brief Project: Choose one of the Supreme Court cases below and present a case brief to the class. Include: Case facts, Constitutional question, Courts decision, and Courts reasoning. Abide by the rubric criteria. (a) Marbury vs. Madison (b) Fletcher vs. Peck (c) McCulloch vs. Maryland (d) Dartmouth College vs. Woodward (e) Gibbons vs. Ogden Unit Test: MC / Thematic Essay DBQ Exercise: Students are to write the First Quarter DBQ. Instructor choices include: Discovery and Settlement, Conflicts and Revolution The Constitution and the New Republic, the Age of Jefferson

Unit 5: The Age of Jackson and the Growth of Democracy

Readings: Text: Out of Many, Chapter(s) 10 American Pageant, Chapter(s) 17 Supplemental Document Excerpts: Daniel Webster Reply to Haynes, Case Brief - Worcester v. Georgia (1832), South Carolina Legislature On the Nullification Issue, Jackson - On the Bank Veto Themes: The Election of 1824 and Corrupt Bargain Politics The Presidency under John Q. Adams King Cotton and Southern Expansion Slavery and the African American Community Yeomen and the Poor White Farmer The Pre-industrial Work Place The Transportation Revolution The Advent of Andrew Jackson The Spoils System and New Politics in the Kitchen Crisis: Nullification, the Eaton Affair, and the Battle over the Bank Indian Removal King Veto and the Rise of the Whigs The Panic of 1837 Essential Questions: Believed to be unqualified in political and social experience to be president of the United States, Jacksons presidency is considered on of the most influential in American history. Explain the factors that changed the political atmosphere that made his election possible. Discuss who benefited from the transportation revolution and why was the issue of government support for internal improvements so controversial. Constitutional issues were raised by the Nullification Crisis and Indian removal. Discuss the rights of the minority being governed by majority rule concerning each issue. Major Assignments and Assessments: Unit Test: MC /Thematic Essay DBQ Exercise: Summary Readings Analyzing Documents Avoiding Laundry Listing Documents

Unit 6: Expansion across the Continent and Reform Movements

Readings: Text, Out of Many, Chapter(s) 13, 14 Supplemental Document Excerpts: Polk - Message on War with Mexico, Calhoun Speech on the Compromise of 1850, Grimke - Letters on the Equality of the Sexes, Declaration of Sentiments, Thoreau On Civil Disobedience Theme: Exploring the West Manifest Destiny and Expansionist Ideology Western Migration and Overland Trails Texas Independence and the Politics of Annexation The Mexican American War California and the Gold Rush The Politics of Manifest Destiny The Compromise of 1850 The Second Great Awakening Antislavery and Abolitionism The Early Womens Rights Movement Artistic Achievements and American Philosophy Essential Questions: Define and discuss the concept of Manifest Destiny. Assess and identify the ways that the success of Manifest Destiny and expansion of the United States would lead to a resurrection of issues that would eventually divide the nation. Evaluate the ways in which women transformed the reform movements of the 1820s-1850s. How did the role of women in those movements transform the image and status of women? Major Assignments and Assessments: Biographical Presentation Project: Choose from the list below and develop a biographical profile of one of major players of the early reform movement. Abide by the rubric criteria. (a) Margaret Fuller, (b) Dorothea Dix, (c) Horace Mann, (d) Sarah or Angelina Grimke, (e) Lucretia Mott or Elizabeth Stanton, (f) George Ripley, (g) Samuel Howe, (h) Charles Finney Unit Test: MC /Thematic Essay DBQ Exercises: Summary Readings Analyzing Documents

Adding Historical Information to DBQ Essays

Unit 7: Decade in Crisis, Civil War and Reconstruction

Readings: Text, Out of Many, Chapter(s) 11, 15, 16 Supplemental Document Excerpts: Taney Supreme Court Opinion in Dred Scott Case, Lincoln Message to Congress 1861, Lincoln - Gettysburg Address, Douglas - On Reconstruction Themes: The Domination of Southern Life by the Slave System The Economic Implications of King Cotton Creation of African-American Communities The Social Structure of White South The Failure of Compromise on the Slavery Issue The Rise of the Republican Party Secession of the Southern States Social and Political Changes Due to the War Major Military Campaigns The End of Slavery Completing Political Plans for Reconstruction Reconstructing the States Sharecropping; the New Slavery The Compromise of 1877 and the End of Reconstruction

Essential Questions: The sectional compromises of the first half of the nineteenth century were not in fact compromises but rather sectional sellouts in which the North gave in to the insistent demands of the slaveholding South. Assess the validity of this statement. Analyze the impact of two of the following in the ending of slavery during the Civil War. (a) President Lincoln, (b) U.S. Congress, (c) Slaves and former slaves Explain why and how the role of the federal government changed as a result of the Civil War with respect to two of the following during the period 1861 1877. Major Assignments and Assessments: Group Role Play Debate Project: The class will role-play the Congressional debate that led to the Compromise of 1850. Students will be assigned to research one of the major players and role-play their position during the debate. Abide by the debate criteria rubric. Civil War Portfolio: Abide by the Rubrics located in the Civil War Packet Unit Test: MC /Thematic Essay DBQ Exercise: Students are to write the Second Quarter DBQ. Instructor choices include: Age of Jackson and the Growth of Democracy Expansion across the Continent and Reform Movements

Decade in Crisis, Civil War and Reconstruction

Unit 8: The Gilded Age and the Rise of Industrial America

Readings: Text, Out of Many, Chapter(s) 18,19 Supplemental Document Excerpts: Vanderbilt The Public be Damned, Rockefeller On the Virtues of Integration, Carnegie On Wealth, Jane Adams - On the Clash of Cultures, Chinese Exclusion Act Themes: The Rise of Industry The Gospel of Wealth Politics During the Gilded Age The Spoils System verses Civil Service Reform The Rise of Labor and Triumph of Big Business The Industrial City The Impact of Immigration The Rise of Boss Control and Political Machines The New South and Southern Industrialization Labor Conflicts Culture and Society During the Gilded Age Culture in Common: Culture in Conflict Education, Leisure and National Pastimes Essential Questions: Compare and contrast the economic patterns and lifestyles of middle class urbanites with the working class urbanites during the Gilded Age. The term robber barons or captains of industry are often used to describe the prime movers of the second industrial revolution period. Choose one of the descriptors and defend your position. How did the rise of organized sports and commercial amusements reflect and shape social divisions at the end of the century? Major Assignments and Assessments: Group Presentation Project: Develop a PowerPoint presentation on one of the topics listed below. Abide by the rubric criteria. (a) Labor Conflicts, (b) Immigrants and Leisure Time, (c) Cultural Conflicts, (d) National Pastimes Unit Test: MC /Thematic Essay DBQ Exercise: Summary Readings

Analyzing Documents Checking Your Essay against the Rubric

Unit 9: The American West and Native Americans

Readings: Text, Out of Many, Chapter(s) 17 Supplemental Document Excerpts: Red Cloud On the Original American Race, Chief Joseph Fight No More Forever, Dawes Plan, Turner Thesis Themes: Indian Peoples under Siege The Impact of the Iron Horse Reservations and the Slaughter of the Buffalo The Indian Wars Mining Communities, Mormon Settlements The Cattle Industry Farming Communities of the Great Plains The Range Wars Technological Advances on the Great Plains The Western Landscape The Transformation of Indian Societies The Closing of the Frontier Essential Questions: Discuss the federal governments policies toward Native Americans from the 1830s to the 1900s. Explain how two of the following influenced the development of the last of the West from the 1850s to 1900. To what extent were the problems of the American farmers in the period of 1865 1900 caused (a) by big business and government policy and (b) by farmers own decisions? Major Assignments and Assessments: Unit Test: MC /Thematic Essay DBQ Exercise: Summary Readings Analyzing Documents Developing an Outline

Unit 10: The Populist and Progressive Movements

Readings: Text, Out of Many, Chapter(s) 20, 22 Supplemental Document Excerpts: Pollack v. The Farmers Loan and Trust Co., Bryan - Cross of Gold, Lewis Jungle, Riis - How the Other half Lives, Steffens Shame of the Cities, Brandeis Brief, Washington Atlanta Compromise, Du Bois Soul of the Black Folks Themes: The Dilemma of the Farmer The Grange and Farmers Alliances The Economics of Free Silver The Rise and Fall of the Populists Party Social Gospel Movement The Underlying Currents of Progressivism The Grass-Root Progressives and Muckrakers The Womens Movement Achieves Suffrage The Triumph of Prohibition Conflicting Philosophy: Washington and Du Bois Racism and Accommodation Presidential Activism and Domestic Policy During the Era Presidential Politics and the Election of 1912 Essential Questions: Identify two problems that Progressives addressed and, for each, describe a democratic reform that was designed to deal with the problem. Compare and contrast the philosophies of Booker T. Washington and W. E. B. Du Bois regarding their objectives and methods. Compare and contrast presidential domestic policy between 1901 and 1920. Major Assignments and Assessments: Read / study teacher made portfolio, Show Me the Money. The data-based portfolio provides an analysis of the national debt, bank debates, tariffs, silver and gold issues and other monetary issues from Hamilton to the creation of the Federal Reserve. Unit Test: MC /Thematic Essay DBQ Exercise: Summary Readings

Analyzing Documents Developing Arguments to Support your Thesis

Unit 11: Imperialism and World War I

Readings: Text, Out of Many, Chapter(s) 22 Supplemental Document Excerpts: Mahan On Sea Power, The De Lome Letter, Teller Amendment, Hay On the Open Door Policy, Roosevelt - On the Corollary to the Monroe Doctrine, The Zimmermann Telegram, Wilson Address to Congress, Wilson - the Fourteen Points, Palmer The Case Against the Reds Themes: China and the Open Door Policy Roosevelt adds a Corollary to the Monroe Doctrine Taft and Dollar Diplomacy Wilson, Moralism, and Mexico The Great War and the Attempt to Remain Neutral American Mobilization The Home Front: The Business of War and Volunteerism The Home Front: Controlling Dissent and Labor Strife The War Front: Over There on the Western Front The Fourteen Points, Treaty of Versailles and Ratification The Russian Revolution and the Red Scare Essential Questions: In the late 1800s, the United States embarked on a new wave of expansionism during which it acquired overseas territories. Explain the reasons for this new wave of expansionism. World War began in 1914. The United States entered the War in 1917. Chronologically explain the events the led the United States into the War. Assesses the influence of two of the following on the United States involvement in World War I. Civil Liberties African Americans Business Women Major Assignments and Assessments: Unit Test: MC /Thematic Essay DBQ Exercise: Students are to write the Third Quarter DBQ. Instructor choices include: The Gilded Age and the Rise of Industrial America The American West and Native Americans

Populism and the Progressivism Imperialism and World War I

Unit 12: The Roaring 1920s and the Great Depression

Readings: Text, Out of Many, Chapter(s) 22, 23 Supplemental Document Excerpts: Barton The Man Nobody Knows, Bryan The Menace of Darwinism, Herndon What Scottsboro Means, Hoover American Individualism, Roosevelt First Inaugural, Roosevelt Four Freedoms Eleanor Roosevelt This I Remember, Westin How Women Survived the 30s Themes: Return to Normalcy and Scandal The Emergence of a Mass-Consumption Economy Immigration and Restrictions The Impact of the Automobile The Great Migration and Cultural Renaissance Popular Culture in the Jazz Age Prohibition and the Rise of Organized Crime Intellectuals and The Lost Generation Resistance to Modernity Foreign Policy and Isolation The Bull Market Crash Hoovers Gradualism and Failure Roosevelts New Deal and the Hundred Day Congress The Devastation of the Dust Bowl The Second New Deal A New Deal for Native Americans The Resurrection of Labor and The New Deal Critics The Recession of 1937 and Keynesian Economics Political Capital and Court Packing War in Europe Primes the Economic Pump Essential Questions: The business of America is business! Explain the significant of President Coolidges statement in terms of United States government policies in the 1920s and the long term impact of these policies. What were the underlying causes of the Great Depression? What consequences did it have for ordinary Americans, and how did the Hoover administration attempt to deal with the crisis? Evaluate the impact that the New Deal had toward solving the economic crisis of the Great Depression. Major Assignments and Assessments: Unit Test: MC /Thematic Essay

DBQ Exercise: Summary Readings Analyzing Documents

Unit 13: World War II and the Post War Era

Readings: Text, Out of Many, Chapter(s) 25 Supplemental Document Excerpts: Roosevelt - Quarantine Speech, Roosevelt War Message to Congress, Korematsu v. U.S., Prange - At Dawn We Slept, Toland - Infamy: Pearl Harbor and Its Aftermath Themes: Isolationism and Neutrality Fascist Aggression The Break in Isolation The Road to Pearl Harbor The Arsenal of Democracy The War on the Home Front Internment and Dissent Women and African Americans in Industry, Labor Strikes The Pacific Theatre of War The European Theatre of War War Conferences and Strategies The Holocaust The Creation and Decision to Use the Bomb Post War Culture Essential Questions: To what extent and why did the United States adopt an isolationist policy in the 1920s and the 1930s? Analyze the discrimination two of the following groups faced during World War II. African Americans Japanese Americans Women Argue either for or against this statement: President Trumans decision to use the atomic bomb was completely justified. Major Assignments and Assessments: Unit Test: MC /Thematic Essay DBQ Exercise: Summary Readings Analyzing Documents

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Unit 14: The Civil Rights Movement

Readings: Text, Out of Many, Chapter(s) 26, 27,29 Supplemental Document Excerpts: Truman Executive Order 9981, Brown v. Board of Education, King - Letter from the Birmingham Jail, King - I Have a Dream, Hamer Address to the Democratic Convention, Steinem Hearing on the Equal Rights Amendment Themes: African American Nationalism before 1950 The Political Solid South Brown v. Board of Education and the Crisis in Little Rock Dr. Martin Luther King: The Movement Finds a Leader Sick and Tired of Being Sick and Tired The Movement Becomes Pro-active From Birmingham to Washington Presidential Leadership and Congressional Acts Separatist Movements and Black Power The American Indian Movement The Womens Liberation Movement Mexican Americans and Asian Americans Essential Questions: What accounted for the growth between 1940 and 1965 of popular and governmental concern for the position of Blacks in American society? How did African American communities challenge legal segregation in the South? Compare the strategies of key organizations, such as the NAACP, SNCC, SCLC, and CORE. What relationship did the African American struggle for civil rights have with other American minorities? How did these communities benefit and build their own versions of the Civil Rights Movement. Major Assignments and Assessments: Civil Rights Portfolio: Abide by the Rubrics located in the Civil Rights Portfolio Packet. Unit Test: MC /Thematic Essay DBQ Exercise: Summary Readings Analyzing Documents

Unit 15: The Cold War

Readings: Text, Out of Many, Chapter(s) 28, 29, 30 Supplemental Document Excerpts: Wilson Sinews of Peace, Kennan The Sources of Soviet Conduct, U.S. Senate Censure of Senator McCarthy, NSC Memo 68, Kennedy Inaugural Address, Gulf of Tonkin Resolution Themes: The Evolution of the United Nations The Iron Curtain and Trumans Doctrine Marshal Plan, Berlin Crisis, and the Formation of NATO The Second Red Scare American Society in the 1950s The Cold War Heats Up Asia Korea From Brinkmanship to Mutually Assured Destruction The Bay of Pigs and the Cuban Missile Crisis The Vietnam Quagmire The Philosophy of Dtente Essential Questions: To what extent did President Eisenhower continue the containment policy of Harry Truman? The 1950s were an era of conformity and complacency. Give reasons for agreeing or disagreeing with this statement. Compare and contrast the military foreign policy of President Johnson to that of President Nixon. Major Assignments and Assessments: Unit Test: MC /Thematic Essay DBQ Exercise: Students are to write the Fourth Quarter DBQ. Instructor choices include: Roaring 1920s and Great Depression World War II and the Post war Era The Cold War The Civil Rights Movement

Unit 16: The Contemporary World

Readings: Text, Out of Many, Chapter(s) 30, 31 Supplemental Document Excerpts: Nixon Address to the American People, Carter On the Erosion of Confidence, Reagan Inaugural Address, Bush On the New World Order, Clinton On NAFTA, Bush Jr. Bush Doctrine Themes: The Effects of the Democratic War and Republican Scandal The Global Politics of Oil, Middle East Blunders, and Accords Reagan and the Conservative Revolution From Evil Empire to the Collapse of the Soviet Union The Persian Gulf War Trends and the New Millennium The National Debt v. Government Spending The Electronic Culture New Immigration Issues Global Environmental Issues Cultural Challenges: Drugs, AIDS, Homelessness The War On Terror Essential Questions: Analyze the key structural factors underlying recent changes in American economic and cultural life. Do you see any political solutions for the growth of poverty and inequality? The concept of globalization is highly controversial. Are borders between nations melting away as some scholars contend? Does this concept apply primary to economics, or is it useful for discussing issues related to culture, media, the environment, and population trends. Earlier scholars predicted that the end of the Cold War would bring peace and promote democracy throughout the world. Events, beginning with the Persian Gulf War, have instead suggested a new basis for international affairs. Describe the importance of regional and ethnic conflicts in the Middle East and Central Europe. Major Assignments and Assessments: AP Test Preparation DBQ Exercise: AP Test Preparation Post-AP Test. Movie Time! After the AP Exam my students are rewarded for their endurance for surviving the eight month push toward the test. The students will research films they would like to view from a furnished list. Two films will be watched in class and another will a group homework assignment. Movies include

Last of the Mohicans, Dancing with Wolves, Glory, Citizen Kane, the Grapes of Wrath, The Patriot, Dr. Strangelove, etc.