Given the changing nature of the Internet, you may wish to preview these sites. Always check for updated links to U.S. history sites.

Allow two class periods on a 45-minute traditional bell schedule or one class session on a 90-minute block schedule.

When studying documents, students must look for the important elements in the documents. Students should first check the source of the document. Is it a primary source such as an interview with an actor in an event? Or is a secondary source—a newspaper article about an event? In reading the document, students should look for accuracy in the information presented, identify any biases, and distinguish fact from the writer's opinion. Some primary documents may be posters, songs, campaign memorabilia, and advertising. Since all four forms may be and probably are persuasive in nature, students need to analyze them closely to determine bias, inaccuracies, and exaggerations. The ability to read and analyze source documents is a necessary skill for doing well on the DBQ.

According to the authors, uniformity, conformity, materialism, and suburban security were the hallmarks of American life in the 1950s—if you were white and middle class. More people moved into the middle class after World War II as the economy improved. Women left the workforce as returning servicemen re-entered business and industry. The ideal family became mother at home and father returning to a comfortable home with dinner on the table, two children in their places, and a television set in the living room. However, African Americans, Native Americans, and Hispanics were left out of this middle-class dream.

With the AP* exam almost upon them, it is important that students practice writing timed essays. Select one of the following essay prompts for an in-class essay:

You might also find these additional readings useful in developing students' background knowledge or for DBQ activities: