228 Sources and Strategies
Broadening Student Understanding of Wartime Experience through
Original Works of Art and Personal Accounts
LEE ANN POTTER
The featured sketches from a Navy veteran can serve as an entry point into a lesson on
World War II and D-Day.
232 Preserving the Memories of World War II: An lntergenerational Interview Project: JAMES A.PERCOCO
High school students participating in a unique video project have interviewed hundreds of
World War II veterans and recorded their poignant memories for generations to come.
235 Mud, Blood, and Bullet Holes: Teaching History with War Letters
From handwritten letters of the American Revolution to typed emails from Iraq and Afghanistan, correspondence from U.S. troops offers students deep insight into the specific conflicts and experiences of soldiers.
239 Learning about World War II at the D-Day Beaches of Normandy
LYNNE M. O’HARA
Students and teachers participating in a national competition travel to Normandy, France, as part of a World War II research project to gain a profound understanding of D-Day and the soldiers’ experiences of the war.
243 Looking at the Law
Shelby County V. Holder: What it Means for the Voting Rights Act:
STEVEN D. SCHWINN
A study of the recent Supreme Court ruling on the Voting Rights Act can fuel a stimulating classroom discussion on the civil rights movement and its legacy.
247 Surfing the Net
Teaching about Water Shortage as a Source of Conflict and War Using the Internet
c. FREDERICK RISINGER
The selected websites provide content, lesson plans, and teaching strategies for exploring the implications of Earth’s diminishing water resources.
249 Introduction to the Special Section on AP Social Studies
WALTER R. HERSCHER
This collection of articles reviews the growth of Advanced Placement programs and offers valuable advice on teaching AP social studies.
252 Back to the Future: Merit or Equity in AP Social Studies?
In this time of budget constraints, will school districts choose merit or equity when making their decisions about student participation in AP courses?
256 Building Reading, Writing, and Analysis in the AP U.S. History Classroom
STEPHEN HELLER AND JASON STACY
A deeper understanding of the writing process gives students greater insight into the ways in which history is shaped by the historians who write it.
260 Ten Things to Consider When Teaching AP U.S. History
These recommendations for creativity, higher-order thinking, and meaningful learning activities will guide teachers in constructing an engaging AP course.
263 The Promise of AP World History
CRISTOBAL T. SALDANA
The study of world history offers a unique opportunity to increase students’ understanding of different perspectives, as well as their critical reading, writing, and thinking skills.
266 Structuring the Apart History Course
WALTER R. HERSCHER
With careful preparation, history teachers can lead a successful Apart History course that familiarizes students with key works and guides them in analyzing context and historical framework.
270 Foundations for College and Beyond: Looking Back on AP Art History
A former Apart History student reflects on the knowledge she gained of art and human history.
272 Two Successful Approaches to Teaching AP Government
BRIAN LADD AND HEIDI STEPP
The authors engage students in civic education by offering the choice of either a combined AP Government and AP Macroeconomics yearlong course or a one-semester We the People course.
275 AP Human Geography and Success on the AP Test
JoHN RONCONE AND NATE NEWHALFEN
Classroom projects that explore culture and globalization enhance the curriculum and help students see how geography directly connects to their lives.
278 Preparing Students for the AP Economics Exams
SALLY MEEK AND AMANDA AsHMEAD
The key to success in AP Economics is to teach students to understand economics, rather than to memorize rules.
282 Preparing Students for the AP Psychology Exam
These ideas will help teachers prepare students for the challenge of AP Psychology and for success on the AP exam.
285 Building an AP Social Studies Program with Non-Traditional AP Students
AMANDA AsHMEAD AND SuE BLANCHETTE
The suggestions in this article can guide teachers in building a thriving AP program that will provide at-risk students with critical tools for success.