Special Section: Lost Voices of World War II The Voting Rights Act World Water Shortages

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GUEST EDITORS: Walter R. Herscher and Robert Stevens

AP Social Studies
The official journal of National Council for the Social Studies www.socialstudies.org
Volume 77, Number 5 October 2013

Try this experiment. Ask people, What are human rights?

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We did. Ninety percent could name three or less of their 30 rights in the Universal Declaration of Human Rights. Almost everyone agrees human rights are important. Almost everyone agrees rights are abused. And so they are. Across the world children are denied their human rights, including for example, their right to education. They are recruited into armed forces. They are subjected to the death penalty, are punished by cruel and inhumane methods and suffer many other forms of violence.1 We could go on. But underlying the abuses is a fundamental problem. Very few people know what human rights are. So how can they defend themtheir own and others? This is where our Youth for Human Rights program comes in: Like the youth leader committed to revolution who found our educational materials and now uses them to teach others their rights. Moreover, thousands of educators have embraced the Youth for Human Rights approach to teaching young people their rights.
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October 2013

EDitoriaL StaFF Editor in Chief Michael Simpson Senior Editor Jennifer Bauduy Associate Editor Steven Lapham Art Director Rich Palmer Department EDitors

Contents
Guest Editor: James A. Percoco

Volume 77, Number 5

Special Section: Recovering the Lost Voices of World War II

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 Intergenerational 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 Andrew Carroll 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 specic conicts and experiences of soldiers. 239 Learning about World War II at the D-Day Beaches of Normandy Lynne M. OHara 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 Surng the Net Teaching about Water Shortage as a Source of Conict and War Using the Internet C. Frederick Risinger The selected websites provide content, lesson plans, and teaching strategies for exploring the implications of Earths diminishing water resources.
On the cover: A student at Barrington High School in Illinois works on her poster project exploring American culture and globalization for AP Human Geography, September 2013. (Photo by Margaret Blanke)

Democracy Education Diana Hess Elementary Education Mary E. Haas Instructional Technology Michael J. Berson Meghan McGlinn Manfra Looking at the Law Tiany Willey Middleton Research and Practice Walter C. Parker Sources and Strategies Lee Ann Potter Surfing the Net C. Frederick Risinger Teaching with Documents Maria Marable-Bunch
SOCIAL EDUCATION (ISSN 0037-7724) is published by National Council for the Social Studies (NCSS) six times a year: September, October, Nov/Dec, Jan/Feb, March/April, and May/June. Logotype is an NCSS trademark. Contents 2013. ONLINE: Visit us at www.socialstudies.org/publications and ncss.metapress.com. READERS: The editors welcome suggestions, letters to the editor, and manuscripts to our peer-reviewed journal. Guidelines and services at www.socialstudies.org/publications; publications@ncss.org; 301-850-2498. Contributors express their own views, reecting divergent opinions. Send manuscripts for departments to the department editors. DELIVERY AND CHANGE OF ADDRESS: View and update your record, www.socialstudies.org/membership; send new address to membership@ncss.org; or call 800298-7840 ext. 111. Callers outside the U.S. and Canada use 301-588-1800 ext. 111. PERMISSION to reproduce articles for academic use, contact Copyright Clearance Center, Academic Permissions Service, 222 Rosewood Dr., Danvers, MA, 01923; 978-750-8400 (phone), 978-750-4470 (fax). ADVERTISING: Visit www.socialstudies.org/advertising for rates and specications. Contact Doran Communications, advertising@ncss.org; 302-644-0546. INDEXED by Institute of Education Sciences, eric.ed.gov and by ProQuest, www.proquest.com. POSTMASTER: Periodicals postage paid at Silver Spring, MD, and additional mailing ofces. Send address changes to Social Education NCSS, 8555 Sixteenth St. Suite 500 Silver Spring, MD 20910 USA

Social Education Departments:

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National Council for the Social Studies

Founded 1921 NCSS OFFIcERS Stephen Armstrong, President William H. Hall High School and King Phillip Middle School, West Hartford, CT Central Connecticut State University, New Britain, CT Michelle Herczog, President-Elect Los Angeles County Ofce of Education, Downey, CA Kim ONeil, Vice President Liverpool Elementary School, Liverpool, NY BOaRD OF DIREcTORS Karen Burgard Franklin College, Franklin, IN (2015) Terry Cherry Naaman Forest High School, Garland, TX (2014) Andrew Demko Rainier Jr/Sr. High School, Rainier, OR (2015) Diane Hart Menlo Park, CA (2014) Kimberly Heckart Prairie Ridge Elementary, Cedar Rapids, IA (2016) Elizabeth Hinde Arizona State University, Tempe, AZ (2016) Mary McCullagh Christopher Columbus High School, Miami, FL (2015) India Meissel Lakeland High School, Suffolk, VA (2015) John Moore, Past President Western Kentucky University, Bowling Green, KY (2014) Elyse Poller Manseld Middle School, Manseld, CT (2014) Anton Schulzki William J. Palmer High School, Colorado Spring, CO (2016) Loraine Stewart Virginia Commonwealth University, Richmond, VA (2014) Charles Vaughan Richland Northeast High School, Columbia, SC (2016) EX OFFICIO William R. Daniel Chair, House of Delegates Steering Committee (2013) Jefferson County Public Schools, Louisville, KY Executive Director Susan Grifn Department Directors Timothy Daly Administration Brenda Luper Finance David Bailor Meetings and Exhibitions Ana Chiquillo Post External Relations and Council Communication Cassandra Roberts Membership Processing Michael Simpson Publications
MEMBERSHIPS in NCSS are open to any person or institution interested in the social studies. Join at www.socialstudies.org/membership; e-mail membership@ ncss.org; or call 800-298-7840 ext. 111. Callers outside the U.S. and Canada use 301-588-1800 ext. 111. Comprehensive members receive a journal and bulletins published during their period of membership for $82. Regular members receive a journal for $69; students, rst-year teachers, and retired members for $40. Add the other journal (get both) for $30. Members have access to the online services: Publications Archive, TSSP newsletter, and Middle Level Learning. Institutional membership comprehensive $133; regular $118. SUBSCRIPTIONS, for institutions only, through Metapress. Visit www.socialstudies.org/publications/subscriptions and ncss.metapress.com. Online-only subscription is world wide, IP supported, and SERU friendly for $152. In the United States, paper subscription is $70; and paper-plus-online is $162. Canada add $10, international add $22, for these mailings. SINGLE COPIES of paper journals, $6.00 member; $7.95 nonmember, 770280-4196. Single articles (PDF) are also available, $9.95 for nonmembers, at ncss.metapress.com. P.O. BOX: To become a member or subscribe (as an institution) by mail, send a check to NCSS, P.O. Box 79078, Baltimore, MD 21279-0078. RETURN ADDRESS: Social Education, NCSS, 8555 Sixteenth St. Suite 500, Silver Spring, MD 20910 USA

Guest Editors: Walter R. Herscher and Robert Stevens 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? Robert Stevens 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 Andrea S. Libresco 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 Cristbal T. Saldaa 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 AP Art History Course Walter R. Herscher With careful preparation, history teachers can lead a successful AP Art 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 Laurel Schoenbohm A former AP Art History student reects 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 Kristin Whitlock 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 atrisk students with critical tools for success. 227 Editors Notebook S o c i a l E d u c at i o n 226 288 Advertiser Index

Special Section: AP Social Studies

Social Education 77(5), p 227 2013 National Council for the Social Studies

Michael Simpson

Editors Notebook
This issue of Social Education offers our readers two important special sectionsone on World War II and the other on AP social studies. The issue opens with the special section, Recovering the Lost Voices of World War II, which offers a gripping inside portrayal of the war as seen by those who fought it, and uses art, poetry, letters, and oral history to highlight the potential of primary sources to bring history alive for students. The section is edited by James A. Percoco, director of education for the Friends of the National World War II Memorial, whose publications on teaching history are familiar to many of our readers. In the opening article, Lee Ann Potter introduces two vivid and memorable sketches by Tracy A. Sugarman, a gifted artist who served in the U.S. Navy in the European theater during World War II. Potter offers teaching suggestions for readers interested in using the sketches in the classroom, and introduces resources from the Library of Congress and its Veterans History Project. She invites readers to access the Teaching with the Library of Congress Blog for a post tied to her article, The sections guest editor, James A. Percoco, describes a groundbreaking oral history initiative by high school students to interview World War II veterans to preserve their memoriesa golden opportunity, he writes, to bring the latest generation in contact with the greatest generation. (232) His article describes the experiences of the student interviewers, and invites teachers across the country to involve their students in similar initiatives in their own localities. Among the veterans interviewed by his own students was Peter A. Thomas, whose poignant poem, Omaha Beach, is a major feature of the article. Letters from U.S troops to their families are often extraordinarily powerful, and Andrew Carroll emphasizes their value as primary documents because they are about actual people who have seen history unfold before their eyes, and their words bring these eyewitness accounts vividly to life.(238) He presents some remarkable examples of wartime correspondence, including a letter from a staff sergeant written from Hitlers apartment in Munich after its capture by U.S. troops, and one from an assistant to a U.S. army physician who operated on Japans former prime minister, Hideki Tojo, after the latters unsuccessful suicide attempt. Lynne M. OHara describes the moving experiences of students and teachers selected through a national competition to go to Normandy, France, where they retrace the steps of the troops who landed on the D-Day beaches in 1944. Each student selects an individual from his or her own state who is buried in the American Cemetery above Omaha Beach, and studies the campaign through the eyes of that soldier or sailor. Our readers will hopefully find this special section particularly valuable on occasions such as Veterans Day, Memorial Day, or the upcoming 70th anniversary of the D-Day landings in June 2014. Elsewhere in the issue, two of our regular columns deal with important contemporary issues. In a Looking at the Law feature, Steven D. Schwinn examines a decision on the legal enforcement of voting rights made by the Supreme Court this summer, which favored states rights by ruling that Congress had exceeded its authority in reauthorizing a coverage formula in the Voting Rights Act. Schwinn notes that voting rights are the crown jewel of the civil rights movement (243), and suggests that the Courts recent decision may well just be the tip of the iceberg (243) as other related cases come before it. He suggests questions for classroom discussion about the issues raised by the decision. In his Internet column, C. Frederick Risinger points out that world leaders believe that water shortages are at the top of major problems facing our planet. (248) These shortages could lead to grave future conflicts. Risinger recommends a selection of sites likely to be useful for teachers introducing the subject in the classroom. Most of this issue is devoted to a special section on AP Social Studies, edited by Walter R. Herscher, a long-time NCSS member and history teacher who has served as a leader of the Wisconsin Council for the Social Studies, and Robert Stevens, professor of education at the University of Texas-Tyler and regular past contributor to Social Education. The articles in the special section cover both general issues and specific social studies subjects. Among the topics discussed are whether AP programs should be restricted to the most accomplished students, or whether their benefits should be offered to a wider enrollment of students, as well as the most effective ways of teaching AP to non-traditional students. The wide array of contributions cover most of the social studies subjects that are taught at the AP level and offer valuable recommendations about teaching them. A detailed summary of the articles is provided by Guest Editor Walter R. Herscher in his introduction to the special section on pages 249251. Our thanks to the guest editors and all who have contributed to the special sections in this issue, as well as to Shelly Singer, former NCSS board member and past president of the Illinois Council for the Social Studies, for her efforts as a prime mover in initiating the special section on AP social studies to assist current and future teachers of advanced placement. As always, the editors of Social Education welcome the comments of readers on any of the contributions to this issue at socialed@ncss.org.

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Social Education 77(5), pp 247248 2013 National Council for the Social Studies

Surng the Net

Teaching about Water Shortage as a Source of Conict and War Using the Internet
C. Frederick Risinger
Selecting the topic for this column is always an interesting process. Some issues of Social Education are themed issues and the topic is pre-selected. In other cases, an idea will come to me while reading, watching, or listening to something, like watching my wife use sign language during the singing of the National Anthem, which led to the column on using national anthems to teach world history and culture. This issues topic came as a result of attending the Annual Meeting of the Social Science Education Consortium (SSEC) in Glenwood Springs, Colorado, this past June. The conference theme, Water and the West, focused on the growing problems associated with diminishing water resources and population growth throughout the Western states, particularly those that have relied on the Colorado River and its tributaries. But I have been reading about water shortages, lack of safe drinking water, and conflicts among nations and groups within nations over water and its use for many years. The Huffington Post, in a story titled Prepare for the Next Conflict: Water Wars,1 cited a U.S. Senate report warning of coming water wars in Central and South Asia, the effects of which would be felt all over the world. The conflicts over water resources wont be limited to Central and South Asia. At the Colorado SSEC conference, we learned about conflicts between urban and suburban communities trying to obtain water rights and legislative battles between agricultural interests and rapidly growing population centers. Worldwide climate change is also a factor. Some climatologists predict widening drought areas in the central United States, middle Asia, and Australia. LiveScience (www.livescience.com), an outstanding website that I have on my favorites/ bookmark list, says that while climate change and water shortages have been the worlds twin impending disasters, the most pressing problem and dilemma for Earths future is the shortage of water. Its important to find ways of integrating this issue into the social studies curriculum. If students can understand how education, the economy, and political stability are dependent on water resources, they will be better able to make both private and public decisions as citizens in a participatory democratic society. There are a tremendous number of websites dealing with the topic of worldwide water shortages and the likelihood of potential societal and political conflict. Ive selected those that combine both content that helps both students and teachers understand the issue as well as lesson
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plans and teaching strategies.

The Hungton Post
www.huffingtonpost.com/2013/03/22/ world-water-day-2013-facts_n_2927389. html www.huffingtonpost.com/erik-rasmussen/ water-wars_b_844101.html

Ive listed two separate resources from The Huffington Post. The first is a compelling overview of the extent and significance of world water shortages calling it a womens issue, a hunger issue, a child mortality issue, and an education issue. This is an excellent background page for teachers and will bring the issue to students in a compelling manner. The second page is Eric Rasmussens comprehensive overview of how internal and international conflicts over water are in our future unless global action is taken. Teachers who read these two items will grasp the complexity and importance of this topic.
The Water Project
http://thewaterproject.org/resources/ lesson-plans.php

The Water Project is an excellent source for well-designed, comprehensive lesson plans for teachers at all grade levels. First, theres an excellent Teachers Guide which has categories

titled The Problem, The Solution, and Additional Resources. Click on Download Free Lesson Plans and you will be asked for your e-mail address and name. They promise not to sell your name. This is a good place for lesson plans on this important topic.
Water.org
http://water.org/news/lesson-plans/

Pacic InstituteThe Worlds Water

http://worldwater.org/conflict.htm

This is an outstanding lesson plan site. There are full-curriculum downloads for the elementary, middle, and high school levels. Within each level, there are several units on topics such as World Water Hero! (Grades K-5) and Rising Tensions over the Nile River Basin. Each curriculum level has a National Curriculum Alignment section. Water. org has many other resources for teachers. Check out the entire site.
Discovery Education
http://school.discoveryeducation.com/ lessonplans/activities/watereverywhere/

You wont find a better set of resources to prove to yourself and your students that conflicts over water have led to wars in the past and are threatening wars today. There are three primary data sources on this page covering conflicts over water from 3000 B.C.E. to today. They include: (1) a list that can be filtered by region, conflict type, and date; (2) a timeline showing when water conflicts occurred; and (3) an interactive map showing the geographical location of conflicts over water and information about each conflict. The Pacific Institute also has a variety of other excellent resources on this topic. As I mentioned earlier, there are dozens of outstanding websites on this topic and many include lesson plans. World leaders believe that water shortages are at the top of major problems facing our planet. If this is the case, then our students should know more about it. Thats one more reason the world needs us (social studies educators). One final note: I decided on this topic at the SSEC meeting in Colorado. The SSEC holds its annual meeting one year in the United States and the next overseas. Last year, we met in Costa Rica, this year in Colorado, and next June, well meet in Rome. SSEC membership used to be by invitation only, but now, any NCSS member can also join the SSEC. My professional career has been enhanced tremendously by my membership and participation in the SSEC. I encourage all NCSS members to check it out.
Note 1. Erik Rasmussen, Prepare for the Next Conict: Water Wars, The Hufngton Post (April 12, 2011),
www.hungtonpost.com/erik-rasmussen/waterwars_b_844101.html.

This is only one lesson, but its a good one. Designed by a former classroom teacher, Water, Water, Everywhere, is primarily for grades 610, but can be easily adapted for other grades. It includes links to student handouts and data charts. You can search through other Discovery lessons by clicking back to Classroom Resources and then Lesson Plan Library.
Global Concerns Classroom
http://gcc.concernusa.org/media/pdf/ WaterToolkit.pdf

This site features a Water Toolkit that provides a comprehensive approach for teachers and students about world water shortages and how many are leading to conflict. It features all types of student projects and activities. Theres a 7-minute video focusing on water shortages in Haiti and how they affect the entire society, but particularly hurt children. For individual teachers and even teachers at different grade levels or teaching other subject areas, this Water Toolkit is a great resource.
S o c i a l E d u c at i o n 248

C. Frederick Risinger retired as director of

professional development and coordinator of social studies education after 31 years at Indiana University, Bloomington. He currently is working on a new writing project and working on a website designed to help current teachers and teachers-in-training.