Reports on the history of the Advanced Placement (AP) program, considering such issues as the program's initiation, changes within the program, its various problems, growth in Advanced Placement, and the program's reach overseas. (CMK)

Describes the six habits of mind fundamental to the study of history. Argues that a world history course must introduce students to the processes by which historians study the past. Provides suggestions for teaching the habits of mind through the proposed Advanced Placement (AP) world history course. (CMK)

Warns against the declining standards of the Advanced Placement (AP) U.S. history examination and the AP program. Focuses on the problems that occur in maintaining high standards and the practive of teaching to the test in AP courses. Discusses who does grade and who should grade the AP examinations. (CMK)

Reflects on the experience of being in an Advanced Placement (AP) U.S. history course in high school. Stresses that the intent of the course was only to prepare students to score well on the AP examination. Asserts that the course should have aimed beyond teaching to the test. (CMK)

Demonstrates that Advanced Placement (AP) courses may not be appropriate for every student. Discusses the process of selecting students for AP U.S. history. Criteria include an application, summer sessions, and evidence of motivation to excel in the program. Considers the effects of this policy. (CMK)

Provides historical information on the Document-Based Question (DBQ) that has been a part of the Advanced Placement (AP) U.S. history examination since 1973. Focuses on the effects that DBQ had on course content and teaching methods. Addresses the new changes made with the redesign of the DBQ in 1982. (CMK)

Provides background information on the Document Based Question (DBQ) that is part of both the Advanced Placement (AP) U.S. and European history examinations. Includes an example of the process involved in analyzing documents during the AP examination. Discusses teaching techniques that can be used for the DBQ with the purpose of improving student…

Argues that poor student performance on the Advanced Placement (AP) U.S. history examination is due to poor preparation for the exam and the misuse of the AP examination to measure teacher effectiveness and school quality. States that teaching methods must change to enable students to see the relationships among facts in history. (CMK)

Explores the development of the Advanced Placement (AP) U.S. history test and reviews its grading process for consistency and fairness. Examines the efforts taken to ensure compatibility with college-level U.S. history survey courses. (CMK)

Describes an Advanced Placement (AP) European history course in a multiethnic, urban school. Provides information on the course and a discussion on teaching strategies, materials, and testing methods. Includes student comments on AP European history versus AP world history. (CMK)

Discusses the debates concerning (1) content and process in social studies and history and (2) testing and standards in California, noting that Advanced Placement (AP) courses demand a high scholarly standard. Focuses on the AP European history course and examination, addressing history as interpretation, teaching analytical essay writing, and AP…

Discusses the limitations of the Bradley Commission on History in Schools report. Critiques the History Advanced Placement Examination, and outlines suggestions for its improvement. Presents the Aspen High School, Colorado, solution to the inadequacy of a one-year U.S. history curriculum and the lack of a global view. Examines the role of history…

Explains why Advanced Placement courses are not offered at Sandia Preparatory School, a college preparatory school located in Albuquerque, New Mexico. Focuses on the school mission, overall philosophy, and how this relates to the history classroom in particular. (CMK)