Us history regents thematic essay topics (order an essay inexpensively)

Posted by

Us history regents thematic essay topics

NOTE – THE COMPLETE ESSAYS AND EXAMS CAN BE FOUND AT THE BOARD OF REGENTS WEBSITE. THIS IS MERELY A BRIEF SUMMARY OF WHAT THE ESSAYS WERE ABOUT .

THEMATIC – Cultural and Intellectual Life: Effects of the Media – Describe and show positive/negative effects of the media on US society. (muckrakers, Uncle Tom’s Cabin, yellow journalism, fireside chats).

DBQ – Presidential proposals and battles with Congress: Polk and Mexican War, Reconstruction, FDR and Supreme Court decisions.

THEMATIC – Foreign Policy – Latin America and Caribbean – Analyze the historical circumstances and success/failures of two US foreign policies in the Western Hemisphere. (Panama Canal, Monroe Doctrine, Corollary, NAFTA)

DBQ – Conflicts between the three branches of government: Jackson vs. Marshall, Nixon’s Watergate, Wilson’s Treaty of Versailles)

THEMATIC – Reform Movements – Describe reform movements from 1820-1933 and evaluate their success. (Women’s suffrage, prohibition, consumer protection, labor)

DBQ – Causes and effects of the Spanish-American War, Korean War, and Persian Gulf War.

THEMATIC – Economic Policy – Causes and degree of success concerning economic policy. (Sherman Anti-Trust Act, New Deal legislation such as Social Security, NAFTA)

DBQ – Causes and effects of migrations within the US: Westward migration, Great Migration (African Americans in 20th Century), Sun Belt.

THEMATIC – Legislation . Choose two laws, explain them, and show their impact on the United States and/or American society. (Missouri Compromise, Homestead Act, Pure Food and Drug Act, Title IX)

DBQ – Controversial Presidential decisions: FDR and Japanese Internment, Lincoln and suspending habeas corpus, and George W. Bush’s Patriot Act.

THEMATIC – Organizations – Explain the circumstances surrounding the formation of two organizations, and discuss the degree to which their reform efforts were successful. (Populists, WCTU, AFL, NAWSA)

DBQ – Presidential Actions and their influence on society: Andrew Jackson’s Indian Removal Policy, Civil rights of LBJ, and TR’s consumer protection)

THEMATIC – Foreign Policy – Select two foreign policy decisions which were controversial. Explain why they were both opposed and supported. Discuss their impacts on the US and/or a foreign country. (Invasion of Iraq, Korea, Vietnam, Annexation of the Philippines)

DBQ – Challenges facing African Americans, industrial workers, and persons with disabilities.

THEMATIC – Geography – Territorial Expansion. Explain how the US acquired 2 territories, and if they had a positive or negative impact. (Louisiana Territory doubles the size of the nation, Alaska provides vast oil reserves, California becomes a free state in the controversial Compromise of 1850.)

DBQ – The similarities and differences between Woodrow Wilson and Franklin D. Roosevelt.

THEMATIC – Change – Supreme Court Decisions. Choose two decisions, explain them, and show how they impacted the United States and/or American society.

DBQ – Influence of writers: Martin Luther King, Jr., Rachel Carson, and Betty Friedan.

THEMATIC – Technology – Choose two inventions and show how they changed society. Illustrate why it was either a positive or negative change. (Cotton gin, automobile, nuclear energy, television)

DBQ – The impact of the Korean War, Vietnam War, and Persian Gulf War on the United States and/or another region.

THEMATIC – Government – Legislation. Choose 2 laws, explain their historical circumstances, and if they had a positive or negative impact. (Pure Food and Drug Act protects consumers, Social Security Act provides money for the elderly in the Great Depression, Indian Removal Act forces Native Americans to move west of the Mississippi River).

DBQ – Major events of the 1950s and their impacts on society. (Korean War, Montgomery Bus Boycott, and launching of Sputnik) .

THEMATIC – Foreign Policy – National Interests. Choose 2 examples of foreign policy that affected US interests, and show if they were successful or not. (Open Door Policy, Korean War, Vietnam War, Persian Gulf War, Panama Canal).

DBQ – Impact of Supreme Court Decisions on the United States. (Dred Scott Case takes away rights of slaves, Plessy v. Ferguson supports "separate but equal," Brown v. Board of Education gets rid of segregation in schools).

THEMATIC – Foreign Policy – Cold War. Choose 2 examples of containment, and explain if those actions were successful in stopping the spread of communism. (Truman Doctrine, Korean War, Vietnam War, "Star Wars", Berlin Airlift).

DBQ – Issues that divided the nation (Ratification of the Constitution, Louisiana Purchase, extension of slavery).

THEMATIC – Reform movements : Industrialization. Choose two problems resulting from industrialization. Show how the government tried to fix each problem, and to what extent they were successful. (Overpopulation, pollution, nativism, unsafe food, trusts, exploitation of workers).

DBQ – Controversial Acts. Choose two of the following, and show both why the government supported the act, and why people opposed it: Executive Order 9066 (1942), Patriot Act (2001), and Espionage and Sedition Acts (1917-1918)

THEMATIC – Foreign policy ; Presidential Decisions. Choose two decisions, and show their impacts on BOTH the US and on a foreign country. (Truman’s decision to use the atomic bomb, JFK quarantining Cuba, GW Bush’s decision to invade Iraq).

DBQ – Movements in American History. Choose 2 of the following: Labor Movement, Women’s Suffrage, or Abolition.

THEMATIC – Impact of Supreme Court cases . Choose two cases, and show their impact on American society. Use any two court cases you like!

DBQ – Sectionalism and differences between the North and South before the Civil War.

THEMATIC – Geographical features influencing history . Choose 2 events related to geography and explain the impacts of the event. (Erie Canal construction, Panama Canal, Transcontinental Railroad)

DBQ – Expansion of Democracy in America – Suffrage, Progressivism, etc)

THEMATIC – Amendments . Choose 2 Amendments and show how they impacted America (13th = Abolition, 17th = Direct Election of Senators, 19th = Women’s Suffrage)

DBQ – Explain the differences and/or similarities of society in the 1920s and 1930s.

THEMATIC – Diversity and Court Cases . Choose 2 court cases that either limited or expanded the rights of specific groups. (Korematsu limited rights for the Japanese, Brown expanded Black rights, whereas Plessy limited them).

DBQ – Cold War . analyze the events of Presidents JFK, Nixon, and Reagan

THEMATIC – Writing and Reform . Choose 2 writers, and show how they caused the government to act. (Upton Sinclair and meatpacking / FDA, Thomas Paine and the Revolution, Harriet Beecher Stowe and abolition)

DBQ – Explain how water affected the development of the US (Rivers, canals, etc)

THEMATIC – Positive and negative affects of technology . Choose 2 . Car, internet, television, radio)

DBQ – Reform Movements – Women’s Suffrage, Temperance, Child Labor. What was the problem? To what extent was the problem solved?

THEMATIC – Choose 2 Presidential decisions in American history, and show the impacts . (Lincoln and emancipation, Truman and the atomic bomb, Washington and Neutrality.)

DBQ – Negative and positive effects of geography on American History.

THEMATIC – Pieces of writing that influenced society . Choose 2 (Thomas Paine’s Common Sense, Upton Sinclair’s The Jungle, Harriet Beecher Stowe’s Uncle Tom’s Cabin.)

DBQ – The decisions of the Warren Court (Supreme Court of the 50s and 60s)

THEMATIC – Discrimination of rights . Explain policies that helped, or hurt specific groups. Choose 2. (Native Americans and Indian Removal, Korematsu case for the Japanese, slavery for African Americans)

DBQ – Impact of industry on American society from the Civil War to WWI

THEMATIC – Supreme Court Cases . Choose 2, explain the historical circumstances, decision, and impact. (Brown, Korematsu, Miranda, Tinker, Schenck, Gideon, Mapp, etc)

DBQ – Challenges facing Presidents Washington, Lincoln, and Franklin Delano Roosevelt.

THEMATIC – Groups affected by War . Choose 2 (African Americans after the Civil War, Indian Wars, women in WWI and WWII, Japanese in WWII)

DBQ – Reformers of the 19th and 20th Centuries. Abolition, Populism, Progressive Era)

THEMATIC – Change by individuals other than Presidents . Choose two, and show how their actions led to government actions. (Muckrakers, Carnegie and industrialization, Martin Luther King Jr., and civil rights, Henry Ford and the automobile)

DBQ – Presidential actions during crisis. Civil War, Bonus March, and Little Rock 9.

THEMATIC – Economic Policy . Describe two actions taken by the government to help the economy. (FDR’s New Deal, Tariffs, Social Security, Reagan’s tax cuts)

DBQ – Political and Economic impacts of the automobile.

THEMATIC – Geography – Discuss 2 actions taken by the US Government because of Geography. (Monroe Doctrine, Lewis and Clark, Homestead Act, Panama Canal)

DBQ – The Vietnam War and it’s impact home and abroad.

THEMATIC – Industrialization : Choose two problems that resulted from industrial growth in America. (Immigration, Technology, Monopolies, Urbanization, Reform Movements.)

DBQ – Similarities and differences between the women’s rights and civil rights movements.

THEMATIC – Choose 2 individuals who had an impact solving problems in America . (Martin Luther King Jr., Jackie Robinson, Henry Ford Betty Friedan)

DBQ – Government policy and technology influencing growth in the US economy.

THEMATIC – Controversial Issues . Choose 2 controversial issues that divided the country and explain how the government addressed each issue. (Prohibition, Civil Rights, Segregation, Immigration, Native American Removal)

DBQ – Geography’s influence on American expansion.

THEMATIC – Turning Points . Choose 2 economic, political, and/or social turning points that led to landmark changes. (Automobile, Brown v. Board of Education, Declaration of Independence, or really, anything important.)

DBQ – Mass Media’s impact on American society.

THEMATIC – Migrations of People . Choose 2 groups, and explain why they moved, and the impact of the migration. (The Great Migration, Native American Removal)

DBQ – The Cold War’s affect on the nation.

THEMATIC – Foreign Policy . Choose 2 American foreign policy actions, the immediate or long term consequences, and if self-interest was promoted. (Big Stick Diplomacy, Marshall Plan, Lend-Lease Act, Fourteen Points)

DBQ – Goals of the Progressive Reformers.

THEMATIC – Reform Movements . Choose 2 Reform movements, their goals, and if their goals were achieved. (Abolition, Prohibition, Women’s Suffrage, Progressive Era)

DBQ – Foreign Policy: Isolation vs. War before WWII.

THEMATIC – Cold War . Explain 2 Cold War conflicts and how the government operated during them. (Cuban Missile Crisis, nuclear weapon limits of SALT, Berlin Airlift)

DBQ – Problems in America during the Great Depression.

THEMATIC – Amendments . Choose 2, and explain why they were adapted, and how they affected American society. (any amendment will do)

DBQ – Expanding education to all Americans.

THEMATIC – Actions taken by the US because of geographic factors . Choose 2. Explain the action, influences, and impact of each action. (Panama Canal, Monroe Doctrine, Louisiana Purchase)

DBQ – Civil War and Reconstruction — explain social, economic, and political changes that took place.

THEMATIC – Reform Movements . Choose 2, and explain the circumstances and impact. (Progressive Era, Abolition, Prohibition, Women’s Suffrage)

DBQ – Westward Expansion during the 1800s.

U.S. History regents – thematic essays from the past 10 years

Foreign Policy (Cold War)

Treaty Organization [NATO] (1949), intervention in Korea (1950-1953), the blockade of Cuba (1962), the escalation of the Vietnam War (1964-1973), the visit of President Richard Nixon to China (1972), and the pursuit of the Strategic Defense Initiative [SDI] (1983-1989).

Foreign Policy (National Interests)

President George Washington’s Proclamation of Neutrality (1793), congressional declaration of war against Mexico (1846), acquisition of the rights to build the Panama Canal (1901), United States entry into World War I (1917), implementation of the Marshall Plan (1947), United States entry into the Korean War (1950), escalation of the Vietnam War beginning in 1964, and President Jimmy Carter’s efforts to negotiate the Camp David Accords (1978).

Government (Congressional Legislation)

Embargo Act (1807), Pure Food and Drug Act (1906), Indian Removal Act (1830) Social Security Act (1935), Kansas-Nebraska Act (1854) GI Bill/ Servicemen’s Readjustment Act (1944), Interstate Commerce Act (1887), Americans with Disabilities Act (1990).

Reform Movements (Industrialization)

corruption in government, exploitation of workers, overcrowding of cities, establishment of trusts, production of unsafe consumer goods, destruction of the natural environment, and increase in anti-immigrant attitudes

Unites States Foreign Policy

James K. Polk sending troops to the Rio Grande (1846), William McKinley deciding to annex the Philippines (1898), Woodrow Wilson asking for a declaration of war(1917), Harry Truman deciding to use the atomic bomb (1945), John F. Kennedy quarantining Cuba (1962), Lyndon B. Johnson sending combat troops to Vietnam (1965-1968), Richard Nixon improving relations with China (1972), George H. W. Bush sending troops to Kuwait (1990-1991), and George W. Bush sending troops to Iraq (2003).

Supreme Court Decisions

Marbury v. Madison (1803), Gibbons v. Ogden (1824), Worcester v. Georgia (1832), Plessy v. Ferguson (1896), Schenck v. United States (1919), Korematsu v. United States (1944), Brown v. Board of Education of Topeka (1954), Miranda v. Arizona (1966), Roe v. Wade (1973), and New Jersey v. T.L.O. (1985)

Geography (Development of the United States)

Louisiana Purchase, the construction of the Erie Canal, migration to California in the late 1840s, the Civil War, the purchase of Alaska, the building of the transcontinental railroad, the acquisition of the Philippines, the building of the Panama Canal, the creation of the Tennessee Valley Authority (TVA), and the construction of the interstate highway system

Change (Constitutional Amendments)

13th amendment (abolition of slavery, 1865), 17th amendment (direct election of senators, 1913), 18th amendment (Prohibition, 1919), 19th amendment (woman’s suffrage, 1920), 22nd amendment (presidential term limits, 1951), 24th amendment (elimination of the poll tax, 1964), and 26th amendment (suffrage for 18-year-old citizens, 1971).

Diversity (Constitutional rights)

Worcester v. Georgia (1832), Dred Scott v. Sanford (1857), Plessy v. Ferguson (1896), Korematsu v. United States (1944), Brown v. Board of Education of Topeka (1954), Heart of Atlanta Motel v. United States (1964), and Roe v. Wade (1973).

George Washington issuing the Proclamation of Neutrality, Abraham Lincoln issuing the Emancipation Proclamation, William McKinley calling for war against Spain, Theodore Roosevelt supporting the Meat Inspection Act, Woodrow Wilson proposing the Fourteen Points, Franklin D. Roosevelt proposing the New Deal, Harry Truman making the decision to drop the atomic bomb, and Lyndon B. Johnson signing the Civil Rights Act of 1964.

the cotton gin, steam-powered engines, the assembly line, nuclear power, the automobile, television, and computers

Individuals, Groups, Institutions (Writing and Reform)

Common Sense by Thomas Paine (1776), Uncle Tom’s Cabin by Harriet Beecher Stowe (1852), How the Other Half Lives by Jacob Riis (1890), The Jungle by Upton Sinclair (1906), "I, Too, Sing America" by Langston Hughes (1925), The Other America by Michael Harrington (1962), Silent Spring by Rachel Carson (1962), The Feminine Mystique by Betty Friedan (1963), and "Letter from Birmingham Jail" by Dr. Martin Luther King Jr. (1963).

Supreme Court Decisions

Worcester v. Georgia (1832), Dred Scott v. Sanford (1857), Northern Securities Co. v. United States (1904), Korematsu v. United States (1944), Brown v. Board of Education of Topeka (1954), Heart of Atlanta Motel v. United States (1964), Miranda v. Arizona (1966), Roe v. Wade (1973), and United States v. Nixon (1974).

Constitutional Principles (Individual Rights)

Ex. – Native American Indians, African Americans, Asian Americans, Hispanic Americans, women, the elderly, and the disabled

Movement of People-Migration

colonial settlement (1600s-1700s), westward expansion (1800s), rural to urban migration (1870s-1920s), European immigration(1880-1910), the Dust Bowl (1930s), suburbanization (1950s-1960s), and illegal immigration.

Role of Government in Economy

assumption of Revolutionary War debts, building the transcontinental railroad, passage of tariff laws, passage of the Interstate Commerce Act, creation of the Federal Deposit Insurance Corporation, adoption of the Social Security system, passage of federal minimum wage laws, Reagan Era tax cuts, and ratification of the North American Free Trade Agreement (NAFTA).

Frederick Douglass and slavery, Andrew Carnegie and industrialization, Jacob Riis and urban life, Upton Sinclair and consumer protection, Henry Ford and the automobile industry, Margaret Sanger and reproductive rights, Martin Luther King Jr. and civil rights, Cesar Chavez and migrant farm workers, and Bill Gates and the software industry.

enslaved persons during the Civil War, Native American Indians during the Indian Wars, women during World War I or World War II, Japanese Americans during World War II, and American college students or army draftees during the Vietnam War.

Contributions of Individuals to American Life

Upton Sinclair, Henry Ford, Langston Hughes, Eleanor Roosevelt, Jackie Robinson, Martin Luther King, Jr., Betty Friedan, Rachel Carson, Cesar Chavez, and Bill Gates.

Ex. – increased immigration, new Inventions or technologies, growth of labor unions, growth of monopolies, growth of reform movements, and increased urbanization.

Influence of Geographic Factors on Governmental Actions

the Lewis and Clark expedition (1804-1806), issuance of the Monroe Doctrine (1823), Mexican War (1846-1848), Commodore Perry’s opening of Japan (1853), passage of the Homestead Act (1862), purchase of Alaska (1867), construction of the Panama Canal (1904-1914), entry into World War II (1941), passage of the Interstate Highway Act (1956), and involvement.

Migration of People

the forced migration of Native American Indians (1800-1880), the westward movement (1840-1890), the migration of African Americans from the South to cities in the North (1900-1929), the Puerto Rican migration to the North after World War II (1945-1960), the westward migration from the Dust Bowl (1930s), suburbanization (1945-present), and the migration to the Sun Belt (1950-present).

-Describe the historical circumstances that led to the event

-Discuss the political, social, and/or economic changes that resulted from the event.

the signing of the Declaration of Independence (1776), end of Reconstruction (1877), Henry Ford’s use of the assembly line (1913), United States entry into World War I (1917), Brown v. Board of Education of Topeka (1954), passage of the Gulf of Tonkin Resolution (1964), and the fall of the Berlin Wall (1989).

Individual, Groups & Institutions/Controversial Issues

placing Native American Indians on reservations, slavery, women’s suffrage, Prohibition, the use of child labor, and the policy of unlimited immigration.

the postwar economic upheaval in Western Europe (1945-1947), Soviet takeover of Eastern Europe (1945-1948), threat of Communist takeover in Greece (1947), Soviet blockade of Berlin (1948), nuclear arms race (1950s-1970s), and placement of Soviet missiles in Cuba (1962).

Reform Movements in the United States

Ex. – the abolitionist movement, woman’s suffrage movement, temperance movement, Progressive movement, civil rights movement, women’s rights movement, and environmental movement.

Theodore Roosevelt’s Corollary to the Monroe Doctrine (1904), Woodrow Wilson’s Fourteen Points (1918), the Lend-Lease Act (1941), the Marshall Plan (1947), the blockade of Cuba (1962), the Strategic Arms Limitation Talks (SALT) agreements (1972), and the Persian Gulf War (1991).

Geography and United States Government Actions

Louisiana Purchase (1803), issuance of the Monroe Doctrine (1823), passage of the Homestead Act (1862), decision to build the transcontinental railroad (1860s), acquisition of the Philippines (1898), decision to build the Panama Canal (early 1900s), and passage of the Interstate Highway Act (1956).

1st Amendment — personal freedoms (1791), 15th amendment — right to vote (1870), 16th Amendment — income tax (1913), 17th Amendment — election of senators (1913), 18th Amendment — Prohibition (1919), 19th Amendment — suffrage (1920), or 22nd Amendment — term limits (1951).

President George Washington’s Proclamation of Neutrality (1793), congressional declaration of war against Mexico (1846), acquisition of the rights to build the Panama Canal (1901), United States entry into World War I (1917), implementation of the Marshall Plan (1947), United States entry into the Korean War (1950), escalation of the Vietnam War beginning in 1964, and President Jimmy Carter’s efforts to negotiate the Camp David Accords (1978).

McCulloch v. Maryland (1819) — federal supremacy, Schenck v. United States (1919) — freedom of speech, Korematsu v. United States (1944) — equal protection under the law, Brown v. Board of Education of Topeka (1954) — equal protection under the law, Engel v. Vitale (1962) — separation of church and state, Miranda v. Arizona (1966) — rights of the accused, Roe v. Wade (1973) — right to privacy, Vernonia School District v. Acton (1995) — search and seizure.

Richmond Hill High School

Diversity is our Strength.

SOCIAL STUDIES

OVERVIEW OF COURSE OFFERINGS

Students are required to take four years of social studies classes. At the end of their sophomore year, students must pass a Global History and Geography Regents exam. At the end of their junior year students must pass another Regents exam in United States History and Government. In their senior year, students are enrolled in the last two courses required by New York State: Participation in Government and Economics.

The department offers qualified students the opportunity to enroll in Humanities (Honors) level or Advanced Placement classes in their sophomore, junior, and senior years. Advanced Placement course offerings include: AP World History; AP United States History; and AP Government.

The Social Studies department also offers students the opportunity to participate in one of two career-oriented programs. Ed-Opt Law Academy students are automatically enrolled in a three-year Law Academy Program. All students are eligible to apply to participate in a three-year Travel and Hospitality Program. Admission to this program is competitive and teacher recommendations and an interview are required. In addition to these two career-oriented programs, a number of individual social studies electives are offered to qualified students.

This annualized course begins a four semester examination of world history. This course reviews human history from the Paleolithic period through the end of the Middle Ages in Europe and the rise of Islam. Students also look at the development of early civilizations in the New World. Skill development focuses on teaching students to interpret graphs, charts, maps, timelines, and other primary source documents. Emphasis is placed on the development of essay writing skills.

This annualized course focuses on the changes that occurred over a 500 year period from the 14th century to the end of the 19th century. It begins with the Renaissance and Enlightenment in Europe and moves forward to include the growth of European nationalism and imperialism. By the end of freshmen year students are expected to be able to write competent Regents-style thematic essays. All H2 students also prepare a research project for possible inclusion in the annual Freshman History Fair.

This annualized course provides students with at thematic review of world history to aid them in preparing for the Global History and Geography Regents in June. Contemporary world problems are reviewed as part of this comprehensive thematic review. Skill development continues to focus on interpreting primary source documents and on having students create a personal portfolio of representative Regents-style thematic and DBQ essays.

Humanities Global History – H3PH & H4PH

Students who excel in their freshman year (85+ average) may be recommended into a Humanities / Honors social studies global studies class in their sophomore year. Students are given more challenging work and are expected to complete additional research and writing projects.

Advanced Placement World History – H3PX & H4PX

Topics in Global History – HEG

This annualized course begins a two semester examination of American history. It begins with a review of the events leading up to the American Revolution and ends with a review of the effects of the post-Civil War industrialization of the United States. Skill development continues to emphasize the interpretation of primary source documents and the writing of Regents-style thematic essays. Students are expected to complete a research project to further hone their research and writing skills.

This annualized course completes a two semester examination of American history. It begins with important changes dating to the late nineteenth century: the advent of the Progressive movement and the growth of American power on the world stage. It ends with the modern presidents. Skill development continues to focus on interpreting primary source documents and on having students create a personal portfolio of representative Regents-style thematic and DBQ essays in preparation for the United States History and Government Regents in June.

American Social History Project – H5I & H6I / H5J & H6J

Humanities US History – H5PH & H6PH

Students who excel in their sophomore year (85+ average) may be recommended into an annualized Humanities / Honors social studies US class in their junior year. Students are given more challenging work and are expected to complete additional research and writing projects.

Advanced Placement US History for Juniors – H5PX & H6PX

Students who do exceptionally well in their sophomore year (90+ average) may be recommended into an Advanced Placement (AP) United States History college-level course in their junior year. Students tackle advanced-level questions in US history using primary source documents and a college-level text for reference. In May students are invited to take a College Board exam in US History. Students who do well on this exam earn 8 college-level credits.

Topics in US History – HHU

This one-semester course aids students who did not pass the US History and Government Regents. It provides students with a broad thematic overview of various topics in US History. Skill development focuses on the interpretation of graphs, charts, maps, timelines, and other primary source documents. Students create a personal portfolio of representative Regents-style thematic and DBQ essays.

PARTICIPATION IN GOVERNMENT & ECONOMICS

Participation in Government – H7 / H7R / H7J

This project-based course reviews a number of topics in micro- and macro-economics. All students complete a “Life Project Portfolio” that requires each student to research projected earnings and expenses related to particular career choices. Students participate in the Stock Market Game to learn more about the workings of equity markets. Students also participate in a Financial Literacy Certification program sponsored by the W!SE foundation that culminates in a required exam. Students conclude the course by preparing resumes and participating in mock job interviews. H8J – Public Policy – This is a modified course which puts greater emphasis on public policy issues. Students research how effectively the government allocates economic resources to address the needs of society. For students in the Law Academy.

Humanities Government and Economics for Seniors– H7PH & H8PH

Advanced Placement Government for Seniors– H7PX & H8PX

Students who do exceptionally well in their junior year (90+ average) may be recommended into an Advanced Placement (AP) US Government college-level course in their senior year. Students research and analyze political issues and policies using web-based resources and a college-level text for reference. In May students are invited to take a College Board exam in US Government. Students who do well on this exam earn 4 college-level credits.

SOCIAL STUDIES ELECTIVES

Global Issues – HHG

History through Sports – HRS

This project-based course examines how sports, history, and politics are intertwined. Students examine the link between nationalism and sports and the ways in which nations have attempted to use the Olympic games for propaganda purposes. Emphasis is placed on the ways in which key sports figures have influenced the history of their nations. The course celebrates athletes who changed history by leading the fight for greater equality. Prerequisite: Students must have passed the Global History and Geography Regents exam. This is NOT a Regents prep course.

This project-based course provides students with an introduction to basic concepts in psychology. Students are given an overview of: developmental and learning psychology; abnormal psychology; physiological psychology; and social and sports psychology. Students complete social surveys, personal dream journals, and a variety of other relevant projects in the class. Prerequisite: Students must have passed the Global History and Geography Regents exam. This is NOT a Regents prep course.

This project-based course gives students an opportunity to explore the development of New York from its earliest beginnings as New Amsterdam to its current status as a major world metropolis. The course uses Ric Burns’ PBS series on New York, as well as the film Hester Street, and a wide variety of other books and on-line resources. Projects include researching the historical evolution of a NYC neighborhood, and “adopting” a specific New York City landmark to research. Prerequisite: Students must have passed the Global History and Geography Regents exam. This is NOT a Regents prep course.

US History through Film – HRU

This course allows students to explore American history through the lens of famous films. Students begin by reviewing the history of an era or event and then view a related film with an eye to critiquing the film’s accuracy. Films vary but films typically seen in this course include: Glory (African Americans in the Civil War); Heartland (the pioneer experience); Shane or The Searchers (the American West); The Grapes of Wrath (the Great Depression); Matewan (striking coal miners); Letters Home from Vietnam (the Vietnam War); Malcolm X or The Long Walk Home (the civil rights movement); and Maria Full of Grace (illegal immigration). Prerequisite: Students must have passed the Global History and Geography Regents exam. This is NOT a Regents prep course.

LAW ACADEMY PROGRAM – 3 YEAR SEQUENCE FOR ALL ED-OPT LAW ACADEMY STUDENTS

This annualized course allows students to critically explore famous events in world history from the perspective of major films about these events. Films viewed wholly or in part include: Tale of Two Cities (French Revolution); Modern Times (Industrial Revolution); All Quiet on the Western Front (WWI); Animal Farm (Marxist Revolution); Gandhi (Indian Independence); To Live (Chinese Communist Revolution); Schindler’s List (Holocaust); Cry, the Beloved Country (Apartheid); The Killing Fields (Cambodian genocide) and Sometimes in April (Rwandan genocide).

This annualized course provides students with an introduction to law-related issues. The course begins by looking at why we need a system of laws and how laws are created. The course then moves on to examine the court system, crime in America, and the criminal justice process. It culminates with a mock trial and a moot court. Emphasis is placed on teaching students appropriate legal reading and writing skills. On-line resources are used for researching projects.

This annualized project-based course provides practical information for students in our litigious society. Civil law is the branch of law that deals with violations of legal contracts, people who violate the rights of others, and other kinds of illegal but non-violent behaviors. The curriculum includes a review of torts, consumer law, family law, and housing law. Students fully participate in the program by engaging in role plays and mock trials.

This annualized project-based course focuses on our criminal justice system. The curriculum includes criminal law, law enforcement, adjudication, and corrections. Current controversial topics include domestic terrorism, abortion, hate- and drug-related crimes. Emphasis is put on current cases. On-line resources are used to keep students informed of emerging issues in the criminal justice system. The course culminates with a full-scale mock trial in which students have the opportunity to play the role of: judge; prosecuting attorney; defense attorney; defendant; court clerk; bailiff; court recorder; or a juror.

This annualized project-based course examines the legal foundations of American government. Emphasis is put on the basic principles of the Constitution and the Bill of Rights. Students gain an understanding of landmark United States Supreme Court cases and their impact on contemporary society. The course culminates in a simulation mock trial about a contemporary constitutional issue. NB This course substitutes for H7 for all Law Academy students.

Leave a Reply