Difference between revisions of "American History"
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Students work with primary sources--documents, maps, statistical studies, pictorial evidence--on a daily basis. They frequently complete document-based essays, which require them to analyze sources and present arguments addressing interpretive questions in U.S. history. Students also engage in discussions and simulations which require them to put their growing knowledge of U.S. history to use. For instance, they might discuss the relative effectiveness of Andrew Jackson as a president or conduct a simulated press conference with Lyndon Johnson concerning the Vietnam War. Readings in secondary texts and lectures on interpretive themes help students to acquire the factual knowledge they need to participate in critical thinking and writing activities. | Students work with primary sources--documents, maps, statistical studies, pictorial evidence--on a daily basis. They frequently complete document-based essays, which require them to analyze sources and present arguments addressing interpretive questions in U.S. history. Students also engage in discussions and simulations which require them to put their growing knowledge of U.S. history to use. For instance, they might discuss the relative effectiveness of Andrew Jackson as a president or conduct a simulated press conference with Lyndon Johnson concerning the Vietnam War. Readings in secondary texts and lectures on interpretive themes help students to acquire the factual knowledge they need to participate in critical thinking and writing activities. | ||
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Revision as of 11:50, 28 August 2017
American History (AMHI), also known as Survey of American History, was similar to the Modern European History course, although it focused primarily on the United States of America. It was only offered at Carlisle.
Course Description
From the CTY Course Catalog (1997):
This rigorous course examines major events and figures in U.S. history from colonial times to the present. The course emphasizes not the rote memorization of facts but the development of skill in critical analysis. Students use the factual knowledge they gain to analyze historical evidence intelligently.
Students work with primary sources--documents, maps, statistical studies, pictorial evidence--on a daily basis. They frequently complete document-based essays, which require them to analyze sources and present arguments addressing interpretive questions in U.S. history. Students also engage in discussions and simulations which require them to put their growing knowledge of U.S. history to use. For instance, they might discuss the relative effectiveness of Andrew Jackson as a president or conduct a simulated press conference with Lyndon Johnson concerning the Vietnam War. Readings in secondary texts and lectures on interpretive themes help students to acquire the factual knowledge they need to participate in critical thinking and writing activities.
