The Drinking Age Of The United States Essay - 1599 Words

By the age of twenty-one, most people have at some point consumed an alcoholic beverage. For others, turning twenty-one might mean a whole new world of freedom. Young teens and adults drink for many reasons. Teens may drink because of peer pressure, others because of pure enjoyment, and many for of the thrill of breaking the law. Before the 1980’s, the legal drinking age was eighteen. This would only make sense because at this age a person is declared an adult. Many are in favor of keeping the drinking age at twenty-one for reasons such as vehicle accidents, while others disagree for good reasons. The drinking age in the U.S. is unjust: at the age of eighteen a person can serve in the military, vote, and take legal action, but cannot consume alcohol. In 1984, president Ronald Reagan signed the National Minimum Drinking Age Act (McCardell 75). This set the legal drinking age officially to twenty-one. This act was put into order to reduce drunk driving and vehicle accidents. Whi le all of this may be true, times have changed and there is more to consider. Automobiles are now safer with seat belts, airbags and other technological advances. Author John J. Miller states that â€Å"Many politicians and lobbyists find the legal drinking age of twenty-one to be a great success, praising it for reducing drunk driving fatalities without considering that other factors, such as seat belt laws and safer cars, have helped† (Miller 25). These advancements should be kept in mind when comparingShow MoreRelatedThe Drinking Age Of The United States1333 Words   |  6 Pagesper hour, a truck smashes into a nearby Honda. The impact causes the death of two innocent conductors who had their lives grasped from them by a 17-year-old girl who was intoxicated. Even though the legal age to start drinking in the United States is twenty-one, most teenagers tend to start drinking beforehand. These teenagers drink more heavily than adults do; therefore, developmental issues tend to be a factor that may affect a teenager’s system if they drink throughout their lifespan. Although teenagersRead MoreThe Legal Drinking Age Of The United States Essay1385 Words   |  6 Pagesbefore when they went out drinking. It is a common fact that most teenagers have had a drink of alcohol before their twenty-first birthday. Most teenagers drink regularly or in some cases, binge drink. Nobody can prevent underage drinking. When people tell a teenagers they cannot have something, it inclines them to want it even more and teenagers will go to extreme lengths to obtain it. In 1984, Congress passed the law stating the legal drinking age in the United States was twenty-one (Alcoholism)Read MoreThe Legal Drinking Age Of The United States965 Words   |  4 Pag es In the United States, when a man or women turn eighteen they are considered an adult. Being eighteen, they are not acknowledged as teenagers anymore. They have more freedom and more opportunities to become independent. Some of the opportunities an eighteen years old are given are the right to vote, open bank accounts, lease their own apartment or join the military. They have equal opportunities like adults over the age of twenty-one. However, anyone between the age of eighteen through twenty areRead MoreThe Legal Drinking Age Of The United States1270 Words   |  6 PagesThroughout the world, the age when a child becomes an adult is at the age 18. Most people gain the right to vote, start to work for themselves, drive in certain countries. All of this being said, an additional privilege is the ability for one to be able to legally drink. The United States is one of the only countries who ´s legal drinking age is separate from the declared age of an official adult under the law. The idea of putting restrictions on a â€Å"legal† adult, makes the issue more complicatedRead MoreThe Legal Drinking Age Of The United States Essay1500 Words   |  6 PagesThe legal drinking age in the United States was ruled to be 21 in 1984, setting the country apart from almost all other western nations. These past 30 years have contained as much problems regarding the consumption of alcohol as one of the country’s biggest failures ever, the 18th amendment, otherwise known as prohibition. Also, the legal drinking age in the United States can be considered violation of states liberties, as the national government, albeit with good intentions, has intervened and onlyRead MoreThe Legal Drinking Age Of The United States1479 Words   |  6 Pageslegal drinking age in the United States has been argued for many decades. The current minimal legal drinking age is twenty-one but some want to lower between eighteen and twenty. The main focus of the research conducted and o pinions of people are based on the minimal legal drinking age of eighteen. The research is taken from the 1970s, when the twenty-sixth Amendment was passed in the Constitution (Wagenaar, 206). It was stated that eighteen is the â€Å"age of majority†, so thirty-nine of the states changedRead MoreThe Legal Drinking Age Of The United States1345 Words   |  6 PagesWith food, there comes a variety of cultural differences with beverages. One of the most popular drink markets in the United States is energy drinks. This industry has grown significantly in the past ten years, and many of the companies are household names, such as Red Bull, Monster, and Rockstar Energy. While they have mainstream success in the United States, many countries look down on these products because of their use of certain supplements, such as excess amounts of caffeine of taurine. SomeRead MoreThe Legal Drinking Age Of The United States920 Words   |  4 Pages The legal drinking age has always been a debatable topic that people argue about all the time. Alcohol has been a drug problem for the majority of our young adults all around the world. The goal is to decrease the effects of underage drinking In the United States by keeping the legal drinking law 21. Every state had the right to their own legal drinking age, therefore during the 1970 1980’s some states had 21 while others had 18. This problem was carried over when teenagers got behindRead MoreThe Legal Drinking Age Of The United States2408 Words   |  10 PagesThe Legal Drinking Age The legal drinking age in the United States is 21, while in other countries the legal age ranges from 16-18. The argument in the United States is, â€Å"Should the United States lower its drinking age?† There are many sides to this argument but research has given many good points to back up both sides of the question. First issue is the difference between a teen’s brain with alcohol and an adult’s brain with alcohol. Another concern is that drinking at a younger age can help teachRead MoreThe Legal Drinking Age Of The United States1783 Words   |  8 PagesPersuasive-Research Essay The legal drinking age in the United States is 21, while in other countries the legal age ranges from 16-18. The argument in the United States is â€Å"Should the United States lower its drinking age?† There are many sides to this argument but research has given many good points to back up both sides of the question. First thing is the difference between a teen’s brain with alcohol and an adult’s brain with alcohol. Another thing is drinking at a younger age can help teach culture. Lastly

Advanced Placement United States History Essay Example For Students

Advanced Placement United States History Essay Advanced Placement United States History Course Description: AP ® U. S. History is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit. It is a two-semester survey of American history from the age of exploration and discovery to the present. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents, and historiography. Course Objectives Students will: †¢ master a broad body of historical knowledge †¢ demonstrate an understanding of historical chronology †¢ use historical data to support an argument or position †¢ differentiate between historiographical schools of thought †¢ examine how political institutions, social and cultural developments, diplomacy, and economic trends are interweaved throughout history interpret and apply data from original documents, including cartoons, graphs, letters, etc. †¢ effectively use analytical skills of evaluation, cause and effect, compare and contrast †¢ work effectively with others to produce products and solve problems †¢ prepare for and successfully pass the AP U. S. History Exam Historical Themes: In addition to the course objectives listed above, the course will emphasize a series of k ey themes throughout the year. The themes will include discussions of American diversity, the development of a unique American identity, the evolution of American culture, demographic changes over the course of America’s history, economic trends and transformations, environmental issues, the development of political institutions and the components of citizenship, social reform movements, the role of religion in the making of the United States and its impact in a multicultural society, the history of slavery and its legacies in this hemisphere, war and diplomacy, and finally, the place of the United States in an increasingly global arena. The course will trace these themes throughout the year, emphasizing the ways in which they are interconnected and examining the ways in which each helps to shape the changes over time that are so important to understanding United States history. Course Texts : Primary Texts: John J. Newman and John M. Schmalbach. United States History: Preparing for the Advanced Placement Examination (New York: Amsco School Publications, 2004). David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey. The American Pageant: A History of the Republic (Boston: McDougal Littell/Houghton Mifflin, 2005). Supplementary Texts: Yad Vashem. Echoes and Reflections: A Multimedia Curriculum on the Holocaust (Jerusalem: Yad Vashem, 2005). Frederick M. Binder and David M. Reimers. The Way We Lived: Essays and Documents in American Social History. 4th edition, Volume I: 1492-1877 (Boston: Houghton Mifflin, 2000). Frederick M. Binder and David M. Reimers. The Way We Lived: Essays and Documents in American Social History. 4th edition, Volume II: 1865-Present (Boston: Houghton Mifflin, 2000). Diane Ravitch. The American Reader: Words That Moved a Nation. New York: Harper Perennial/Harper Collins, 1991). Larry Madaras and James M. SoRelle. Taking Sides: Clashing Views on Controversial Issues in American History. 10th edition, Volume I: The Colonial Period to Reconstruction. (Connecticut: McGraw-Hill/Dushkin, 2003). Larry Madaras and James M. SoRelle. Taking Sides: Clashing Views on Controversial Issues in American History. 10th edition, Volume II: Reconstruction to the Present. (Connecticut: McGra w-Hill/Dushkin, 2003). Julie A. Schumacher, et al. A House Divided: America’s Civil War. (Iowa: Perfection Learning Company, 2000). Upton Sinclair. The Jungle. (New York: Bantam Books, 1981). Joseph J. Ellis. Founding Brothers: The Revolutionary Generation. (New York: Random House, Inc. , 2000). James W. Loewen. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. (New York: Simon and Schuster, 1995). Michael Oesterreicher. Pioneer Family: Life on Florida’s Twentieth-Century Frontier. (Alabama: University of Alabama Press, 1996). Document Based Questions in American History. (Illinois: The DBQ Project, 2002). Luther Spoehr and Alan Fraker. Doing the DBQ: Advanced Placement U. S. History Exam: Teaching and Learning with the Document-Based Question. (College Entrance Examination Board and Educational Testing Service, 1995). Bert Bower et al. History ALIVE! (California: Teachers’ Curriculum Institute, 1999). The Way We Saw It. (Wisconsin: Highsmith, Inc. , 2000). Grading Policy: A: 100-90, B: 89-80, C: 79-70, D: 69-60, F: 59-0 Course Assignments: Assignments will be graded using a point system. Unit exams, quizzes, and projects will be worth more points than homework or classwork assignments. In addition, students will be graded on class participation for some activities. Students will receive a rubric for Free-Response and Document-Based Questions based on the Advanced Placement grading scale. Classes will be a combination of lecture, group work, and answering student questions. For each unit of knowledge, students will be required to write an analytical paper, using the 9-point AP scale, and answer AP-formatted multiple-choice questions in the exact times allotted on the AP exam. Students will be required to keep a notebook of all returned assignments and handouts. In April, students will revise their analytical papers that are written throughout the year as a part of the review session to improve their writing skills and knowledge of each historical period. Course Outline: First Semester Unit 1: Founding the New Nation 1. Pre-Columbian Societies †¢ Early inhabitants of the Americas †¢ American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley †¢ American Indian cultures of North America at the time of European contact 2. Transatlantic Encounters and Colonial Beginnings, 1492-1690 †¢ First European contacts with Native Americans Spain’s empire in North America †¢ French colonization of Canada †¢ English settlement of New England, the Mid-Atlantic region, and the South †¢ From servitude to slavery in the Chesapeake region †¢ Religious diversity in the American colonies †¢ Resistance to colonial authority: Bacon’s Rebellion, Glorious Revolution, and Pueblo Revolt 3. Colonial North America, 1690-1754 †¢ Population growth and immigration †¢ Transatlantic trade and growth of seaports †¢ 18th century back country †¢ Growth of plantation economies and slave societies †¢ The Enlightenment and the Great Awakening Colonial governments and imperial policy in British North America 4. The American Revolutionary Era, 1754-1789 †¢ The French and Indian War †¢ The Imperial Crisis and resistance to Britain †¢ The War for Independence †¢ State Constitutions and the Articles of Confederation †¢ The federal Constitution Corresponding Texts: American Pageant: Ch. 1-8; APUSH Prep: Ch. 1-5 Possible DBQs: †¢ Doing the DBQ: Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? History Unfolding: Daily Life in Colonial America †¢ History Unfolding: The Wit ches of Salem †¢ History Unfolding: Colonial America in the 18th Century †¢ 2004 Exam: In what ways did the French and Indian War (1754-63) alter the political, economics, and ideological relations between Britain and its American colonies? Use the years 1740-1766. †¢ History Unfolding: The American Revolution †¢ 1999 Exam: To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? 1750-1776. †¢ 2005 Exam: To what extent did the American Revolution change American society? In your answer be sure to address political, social, and economic effects of the Revolution in the period from 1775-1800. Possible FRQs: †¢ â€Å"With the dawn of the 16th century, there came together in Europe both the motivation and the means to explore and colonize territory across the seas. † Assess the validity of this statement with respect to a) religion, b) trade, and c) technology. †¢ In what ways did the English colonies develop differently from the Spanish and the French colonies? †¢ Compare the English relationship and the French relationship with the Native Americans. â€Å"From the beginning, the English colonies had democratic characteristics. † Assess the validity of this statement with reference to majority rule and representative government in Virginia and Massachusetts. †¢ How did geographic features determine the lives of the colonists in the New England, Middle, and Southern colonies? †¢ How did economic, geographic, and soc ial factors encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 and 1775? †¢ To what extent did mercantilism affect the political and economic development of England’s 13 American colonies? Compare William Penn’s goals as Pennsylvania’s founder with James Oglethorpe’s goals as one of Georgia’s founders. †¢ Comment on the extent to which each of the following contributed to a more democratic society in the American colonies a) the Great Awakening, b) immigration, c) the Zenger case. †¢ Beginning in 1763, colonists faced a series of conflicts that led to the break with Great Britain. Discuss these crises, stressing the role of each in the growth of the independence movement. †¢ Contrast the background of these two groups of Americans: those who became Loyalists and those who became Patriots. Compare the Articles of Confederation to the U. S. Constitution including the Bill of R ights. Unit 2: Building the New Nation 1. The Early Republic, 1789-1815 †¢ Washington, Hamilton, and shaping of the national government †¢ Emergence of political parties: Federalists and Republicans †¢ Republican Motherhood and education for women †¢ Beginnings of the Second Great Awakening †¢ Significance of Jefferson’s presidency †¢ Expansion into the trans-Appalachian west; American Indian resistance †¢ Growth of slavery and free Black communities †¢ War of 1812 and its consequences 2. Transformation of the Economy and Society in Antebellum American †¢ Transportation revolution and creation of a national market economy †¢ Beginnings of Industrialization and changes in social and class structures †¢ Immigration and nativists reaction †¢ Planters yeoman farmers and slaves in the cotton South 3. Transformation of Politics in Antebellum America †¢ Emergence of the second party system †¢ Federal authority and its opponents: judicial federalism, the Bank War, tariff controversy, and states’ rights debates †¢ Jacksonian democracy and its successes and limitations . Religion, Reform, and Renaissance in Antebellum America †¢ Evangelical Protestant revivalism †¢ Social reforms †¢ Ideas of domesticity †¢ Transcendentalism and utopian communities †¢ American renaissance: literary and artistic expressions Corresponding Texts: American Pageant: Ch. 9-15; APUSH Prep: Ch. 6-8 Possible DBQs: †¢ History Unfoldin g: â€Å"A Republic, If You Can Keep It† †¢ History Unfolding: The Journey of Lewis and Clark †¢ 1998 Exam: †¦ To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and Madison? 2002 Exam: Historians have traditionally labeled the period after the War of 1812 the â€Å"Era of Good Feelings. † Evaluate the accuracy of this label, considering the emergence of nationalism and sectionalism with reference to the years 1815-1825. †¢ History Unfolding: Manifest Destiny-Images of an American Idea †¢ Doing the DBQ: Jacksonian Democrats viewed themselves as the guardians of the U. S. Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of the 1820s-1840s, to what extent do you agree with the Jacksonians’ view of themselves? 2002 Exam: â€Å"Reform movements in the United States sought to expand democra tic ideals. † Assess the validity of this statement with specific reference to the years 1825-1850. Possible FRQs: †¢ â€Å"America’s first foreign policy, formulated by presidents Washington and Adams, had as its primary goal the avoidance of war at all cost. † Assess the validity of this statement in terms of three of the following: Citizen Genet controversy, Jay Treaty, Proclamation of Neutrality, or the XYZ Affair. †¢ Did we become an independent country in 1776, 1787, or 1790? †¢ Compare Hamilton and Madison’s political views and personalities. â€Å"The early part of the 19th century was marked by strong pressures to force Native Americans from their lands along the western frontier of the United States. † Assess the validity of this statement with reference to three of the following: Andrew Jackson, Tecumseh, the Lewis and Clark expedition, or William Henry Harrison. †¢ Jefferson called his election as president the  "Revolution of 1800. † Assess the impact of this revolution on domestic and foreign affairs. †¢ In what ways did the Marshall Court tip the scales in favor of the national government’s supremacy over the states? The Jacksonian period (1824-1848) has been celebrated as the era of the â€Å"common man. † To what extent did the period live up to its characterization? Consider the following: economic development, politics, and reform movements. †¢ In what ways did the concept of Manifest Destiny affect the foreign and domestic policies of the United States in the years 1840-1850? †¢ Compare the cult of domesticity with the goals of the Seneca Falls Convention. †¢ In what ways did the Second Great Awakening and religion influence the reform movements of the period 1820-1860? â€Å"In the early 19th century, there was widespread discrimination in the United States against people who were different from the white Protestant majority. † Assess the validity of this statement with reference to: free African Americans, Native Americans, and Irish and German immigrants. †¢ Explain how the Mexican-American War increased tensions both politically and socially between the North and South over the issue of slavery. †¢ Explain how three of the following influenced the development of the last West from the 1850s-1900. Miners, cattlemen, farmers, immigrants, or cities. Unit 3: Testing the New Nation . Territorial Expansion and Manifest Destiny †¢ Forced removal of Native Americans to the trans-Mississippi West †¢ Western migration and cultural interactions †¢ Territorial acquisitions †¢ Early U. S. imperialism: the Mexican War 2. The Crisis of the Union †¢ Pro-and antislavery arguments and conflicts †¢ Compromise of 1850 and popular sovereignty †¢ Kansas-Nebraska Act and the emergence of the Republican Party †¢ Abraham Lincoln, the election of 1860, and secession 3. The Civil War â⠂¬ ¢ Two societies at war: mobilization, resources, and internal dissent †¢ Military strategies and foreign diplomacy Emancipation and the role of African Americans in the war †¢ Social, political, and economic effects of war in the North, South, and West 4. Reconstruction †¢ Presidential and Radical Reconstruction †¢ Southern state governments: aspirations, achievements, failures †¢ Role of African Americans in politics, education, and the economy †¢ Comprise of 1877 †¢ Impact of Reconstruction Corresponding Texts: American Pageant: Ch. 16-22; APUSH Prep: Ch. 9-15 Possible DBQs: †¢ Doing the DBQ: To what extent did the natural environment shape the development of the West beyond the Mississippi and the lives of those who lived and settled there? Employer Branding At Mcdonalds Redefining Mcjobs Business EssayIn your answer be sure to analyze the successes and limitations of these efforts in the period 1900-1920. †¢ Doing the DBQ: The 1920s- Traditions v. Modernism †¢ 2003 Exam: FDR and the New Deal †¢ 2004 Exam: How and for what reasons did United States foreign policy change between 1920 and 1941? Possible FRQs: †¢ Compare Woodrow Wilson’s New Freedom approach to regulation with Theodore Roosevelt’s New Nationalism approach. †¢ Progressives believed that greater democracy was the key to solving society’s problems. Identify three problems that Progressives addressed and, for each, describe a democratic reform that was designed to deal with the problem. †¢ Compare Booker T. Washington and W. E. B. DuBois regarding their objectives and methods. †¢ Assess the importance of three of the following in the U. S. decision to declare war against Spain in 1898. Yellow journalism Sinking of the Maine U. S. business interests Naval strategists The Cuban revolution †¢ Explain the impact of U. S. involvement in World War I on three of the following: African Americans, women, civil liberties, labor unions, and business. Describe and account for the rise of nativism in American society from 1900-1930. †¢ Analyze the role of three of the following in explaining the Great Depression: farm problems, income distribution, world trade and finance, government policy, and the stock market. †¢ Select three New Deal agencies or commissions and assess how well each satisfied the three R’s of relief, recovery, and reform. †¢ In what ways did economic conditions and developments in the arts and entertainment help create the reputation of the 1920s as the Roaring Twenties? †¢ â€Å"A different U. S. foreign policy in the 1930s could have prevented the outbreak of World War II. Assess the validity of this statement by a) summarizing U. S. policy toward Asia and Europe and b) evaluating the extent to which that policy was either effective or ineffective in preserving peace. †¢ â€Å"President Roosevelt recognized the dangers of fascism early and did all that he could, under the circumstances, to lead the nation away from a policy of isolationism. † Assess the validity of this statement by analyzing three of the following: U. S. response to the Panay incident, Munich agreement, cash and carry, quarantine speech, or destroyers-for-bases deal. â€Å"Discrimination continued during World War II despite the patriotism of all groups of Americans. † Assess this statement with reference to three of the following: African Americans, Japanese Americans, Mexican Americans, Native Americans, or women. Unit 6: Making of Modern America 1. The United States in the Early Cold War †¢ Origins of the Cold War †¢ Truman and containment †¢ Cold War in Asia: China, Korea, Vietnam, Japan †¢ Diplomatic strategies and policies of the Eisenhower and Kennedy administrations †¢ Red Scare and McCarthyism †¢ Impact of Cold War on American society 2. The 1950s Emergence of the modern civil rights movement †¢ Affluent society and â€Å"the other America† †¢ Consensus and conformity: suburbia and middle-class America †¢ Social critics, non-conformists, and cultural rebels †¢ Impact of changes in science, technology, and medicine 3. The Turbulent 1960s †¢ From the New Frontier to the Great Society †¢ Expanding movements for civil rights †¢ Cold War confrontations: Asia, Latin Americ a, and Europe †¢ Beginnings of Detente †¢ Antiwar movement and counterculture 4. Politics and Economics at the End of the 20th Century †¢ Election of 1968 and â€Å"the Silent Majority† Nixon’s challenges: Vietnam, China, Watergate †¢ Changes in the American economy: energy crisis, deindustrialization, and the service economy †¢ New Right and Reagan revolution †¢ End of the Cold War 5. Society and Culture at the End of the 20th Century †¢ Demographic changes: surge of immigration after 1965, Sunbelt migration, graying of America †¢ Revolutions in biotechnology, mass communications, and computers †¢ Politics in a multicultural society 6. U. S. in the Post-Cold War World †¢ Globalization and the American economy †¢ Unilateralism vs. multilateralism in foreign policy †¢ Domestic and foreign terrorism Environment issues in the global context Corresponding Texts: American Pageant: Ch. 37-42; APUSH Prep: Ch. 26-30 P ossible DBQs: †¢ 2001 Exam: What were the Cold War fears of the American people in the aftermath of WWII? How successfully did the administration of President Dwight D. Eisenhower address these fears? Use the documents and your knowledge of the years 1948-1961 to construct your response. †¢ Flag book: â€Å"President Johnson’s policy in Vietnam was doomed to fail for both political and military reasons. † To what extent is this assessment of Johnson’s policy supported by the historical evidence? 1995 Exam: Analyze the changes that occurred during the 1960s in the goals, strategies, and support of the movement for African American civil rights. †¢ UCF Seminar: Compare the different presidential foreign policies toward Vietnam and discuss the reaction of America society toward these policies with reference to 1954-1975. Possible FRQs: †¢ In what ways did the early years of the Cold War (1946-1952) affect American political, economic, and social life? In your analysis, comment on three of the following: liberalism v. conservatism, civil liberties, size of the government, U. S. nvolvement in world affairs, and economic prosperity. †¢ â€Å"The Cold War hostility between the United States and the Soviet Union was inevitable. † Assess the validity of this statement. †¢ Which policies, the New Deal or the Fair Deal, had the greatest impact on domestic policies in American History? †¢ â€Å"The chief impetus for the civil rights movement came from African Americans, not from elected officials. † Assess the validity of this statement by analyzing three of the following: Brown v. Board of Education of Topeka, Montgomery bus boycott, Little Rock crises, sit-ins, or Civil Rights Acts of 1957 and 1960. To what extent did television affect American culture and politics in the 1950s? †¢ â€Å"Even though Lyndon B. Johnson was not a greatly admired as President Kennedy, he was a more effective leader than Kennedy in domestic affairs. † Assess the validity of this statement. †¢ Compare President Johnson’s policy in Vietnam with the policies of Presidents Eisenhower and Kennedy. †¢ Explain how three of the following contributed to the social revolutions of the 1960s: New Left, civil rights movement, counterculture, women’s movement, or war in Vietnam. Discuss, with respect to three of the following, the view that the 1960s represented a period of profound cultural change: education, gender roles, music, or race relations. †¢ Why did the antiwar movement gain more support as time went on? †¢ What were the abuses in the Watergate scandal and Nixon’s decisions on Vietnam, and what impact did those issues have on domestic politics in the 1970s? †¢ Evaluate whether or not Jimmy Carter’s foreign policy was a success, using four of the following in your analysis: human rights policy, Panama Canal Treaty, Camp David Accords, Irani an revolution, or SALT II Treaty. â€Å"Between 1960 and 1975, there was great progress in the struggle for political and social equality. † Assess the validity of this statement with respect to two of the following groups during that period: African Americans, Asian Americans, Latinos, Native Americans, or women. †¢ How did U. S. involvement in the Middle East in the 1970s affect American society? †¢ Evaluate the effects of the Reagan administration on politics and economics during the 1980s.