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The Redesigned AP U.S. History Course and ExamNew Jersey Principals and Supervisors AssociationMay 10, 2013
AP U.S. History: Course Launch
The AP U.S. History Curriculum
Framework is now available
(October 2012)
The course will first be taught in fall 2014, with the first revised AP Exam given in May 2015.
Workshop consultant training will begin in spring
2013 and continue in spring 2014.
Teacher support efforts will roll out over the next 2 years.
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http://advancesinap.collegeboard.org/history
AP U.S. History: Revision Goals
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Patterns: Use specifics to understand larger trends
Inquiry: Ask questions instead of memorizing answers
Critical Thinking: Develop the ability to reason with evidence
Engagement: Build off of curiosity and connection
Revision Goals: Depth and BreadthWhat are the benefits of going into depth when studying the past?
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… but achieving these goals takes a great deal of instructional time.
Revision Goals: AP TeachersAP Teacher Survey, Open Forum, 2011 AP U.S. History Reading
1. Strongly Agree
2. Agree
3. Neutral
4. Disagree
5. Strongly Disagree
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“The current AP U.S. History Exam effectively provides teachers with flexibility to teach some topics in greater depth than others.”
Revision Goals: AP TeachersAP Teacher Survey, Open Forum, 2011 AP U.S. History Reading
“The current AP U.S. History Exam effectively provides teachers with flexibility to teach some topics in greater depth than others.”
Strongly Agree, Agree
Neutral
Disagree, Strongly Disagree
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Revision Goals: Higher Ed1. Develop Student Proficiency In Historical Thinking Skills
Source: Higher Education Validation Study, November 2010
“I think skills are vastly more crucial to success
than content knowledge”
“[I] really think the increased focus on the 4 basic skills as an organizational framework is very important.”
“[R]eally stress [to teachers] to focus on the skills, as that is the most important part of the course in my mind.”
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Revision Goals: Higher Ed2. Include Critical Recent Scholarship in U.S. History
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Revision GoalsAP teachers and higher ed faculty share the same goal:
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The USH Curriculum FrameworkValidating Course Scope: Higher Ed
Overall results:
• Very effective at preparing students for success in sequent college-level U.S. history courses
• Highly favorable for granting credit and placement
• Appropriately balances depth of conceptual understanding with breadth of topic coverage to foster student success in subsequent college-level courses
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Validating Course Scope: Higher Ed
7.36: Mean of Essential Knowledge Statements for whole curriculum framework document
Period 1 (1491-1607) Mean: 7.14
Period 9 (1980-present) Mean: 7.19
Mean Scores of Essential Knowledge Statements, by Period
The study also confirmed that Higher Ed faculty would be less likely to grant AP credit and placement to a course that did not include pre-Columbian and recent history.
The USH Curriculum Framework
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AP Teachers working in focus groups estimated that the revised course could fit comfortably within the academic year
Without seeing a revised exam, however, participants’ estimates were highly tentative
Validating Course Scope: AP TeachersThe USH Curriculum Framework
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In 2011, we asked…
How should AP U.S. History change to promote the goals of flexibility and depth? Should the College Board…
1. Cut additional topics from the curriculum framework?
2. Reduce or even get rid of the multiple choice section?
3. Have students submit a portfolio based assessment?
4. Turn the course into two courses (U.S. History 1 and 2)?
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Research into Options
High School and Higher Ed Partners
Experts on Historical Thinking and Learning
• Not enthusiastic about splitting the course or removing more topics from the curriculum.
• Focus AP Exam questions on historical reasoning
• Reward classroom flexibility with the types of questions asked
• Retain multiple-choice questions, but rethink their purpose
Recommendations on Next Steps
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Clearly identify what’s being assessed in the curriculum framework
AssessmentCurriculum
Rethink the AP Exam design to match curricular expectations
A Comprehensive Solution
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The AP U.S. History Curriculum Framework
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The AP USH Curriculum Framework
Nine historical thinking skills
Seven course themes
Key concepts for each of nine periods
Learning Objectives for the course as a whole
Major elements:
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Defining the Historical Thinking Skills
Thinking Skills Type Historical Thinking SkillsCrafting Historical Arguments from Historical Evidence
• Historical argumentation• Appropriate use of relevant
historical evidence
Chronological Reasoning • Historical causation• Patterns of continuity and
change over time• Periodization
Comparison and Contextualization • Comparison • Contextualization
Historical Interpretation and Synthesis
• Interpretation• Synthesis
Proficiencies defined across the three AP History courses:
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Identity
Work, Exchange
and Technology
Peopling
Politics and Power
Americain the World
Environment
and Geography
Ideas, Beliefs,
andCulture
Course Themes7
Defining Course Themes
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Overarching “big ideas” that structure the course as a whole:
Defining the Course Periods
Period Title Date Range Exam Weight
1 Early Contacts Among Groups in North America 1491-1607 5%
2 North American Societies in the Context of the Atlantic World 1607-1754
45%3 Birth of a New Nation and Struggle for Identity 1754-1800
4 Growing Pains of the New Republic 1800-1848
5 Expansion, Regional Separation, the Civil War and Its Aftermath 1844-1877
6 Industrialization, Urbanization, and Cultural Transformation 1865-1914
45%7 Domestic and Global Challenges and the Creation of Mass Culture 1890-1945
8 Increasing Prosperity and Global Responsibility After World War II 1945-1989
9 Globalization and Redefining National Identity 1980-Today 5%
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Defining Key Concepts within PeriodsPeriod 5, Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries. I. Enthusiasm for U.S. territorial expansion, fueled by economic and national security interests and supported by claims of U.S. racial and cultural superiority, resulted in war, the opening of new markets, acquisition of new territory, and increased ideological conflicts. (ID-2) (WXT-2) (WOR-6) (ENV-3)
A. The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority, and helped to shape the era’s political debates.
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Defining Key Concepts within PeriodsPeriod 5, Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries. I. Enthusiasm for U.S. territorial expansion, fueled by economic and national security interests and supported by claims of U.S. racial and cultural superiority, resulted in war, the opening of new markets, acquisition of new territory, and increased ideological conflicts. (ID-2) (WXT-2) (WOR-6) (ENV-3)
D. U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives westward to Asia.
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Teachers have flexibility to use examples such as the following:Clipper ships, Commodore Matthew Perry’s expedition to Japan, missionaries
AP Exam questions will not ask students about the topics in the
“gray boxes”
Focusing on Key Developments
2.1.III: In teaching about British colonial development, teachers can choose to illustrate each region by focusing in depth on one colony from 3 regions, not the specifics of all 13 colonies
4.1.II: Teachers can illustrate the growth of democratic and social idealism by focusing in depth on one or more antebellum reform movements, not every group, individual, or movement (Charles Finney, Brook Farm, Oneida Community, temperance movements…)
7.1.II: Teachers can focus in depth on one or more pieces of federal legislation illustrating the Progressive desire to regulate corporate abuses and the economy, not all acts and agencies (e.g. Elkins Act, Pure Food and Drug Act, Federal Reserve Act…)
Emphasizing overarching patterns allows teachers to explore specific topics in depth with their students:
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Key Concept
Defining Course Learning Objectives
Learning Objective
Theme
Skill
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An overarching big idea for the course as a whole
Ways that historians investigate and reason about this phenomenon
Specific events in U.S. history where we can study this theme in context
Statement about what students should know and be able to do to succeed on the AP Exam
Key ConceptKey
ConceptKey Concept
Key Concept
Defining Course Learning Objectives
Learning Objective
Theme
Skill
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Identity
Change and Continuity over Time
e.g., Period 5, Key Concept 5.1.IEnthusiasm for U.S. territorial expansion, fueled by economic and national security interests and supported by claims of U.S. racial and cultural superiority, resulted in war, the opening of new markets, acquisition of new territory, and increased ideological conflicts.
Key ConceptKey
ConceptKey Concept
Students demonstrate understanding of ways that debates over national identity have changed over time. In particular, students can…
All AP Exam questions will now be based on these Learning Objectives.
Defining Course Learning ObjectivesTheme: Identity – First 3 Learning Objectives
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Students demonstrate understanding of ways that debates over national identity have changed over time.
In particular, students can… In the concept outline:
ID-1 Analyze how competing conceptions of national identity were expressed in the development of political institutions and cultural values from the late colonial through the antebellum periods
2.3.II, 3.1.II, 3.2.I, 4.1.III
ID-2 Assess the impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization on popular beliefs about progress and the national destiny of the U.S. in the 19th century
4.1.III, 5.1.I, 5.3.III, 6.3.II
ID-3 Analyze how U.S. involvement in international crises such as the Spanish American War, World Wars I and II, the Great Depression, and the Cold War influenced public debates about American national identity in the 20th century
7.1.III, 7.3.II, 7.3.III, 8.1.III
Period 5, Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries. I. Enthusiasm for U.S. territorial expansion, fueled by economic and national security interests and supported by claims of U.S. racial and cultural superiority, resulted in war, the opening of new markets, acquisition of new territory, and increased ideological conflicts.
A. The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority, and helped to shape the era’s political debates.
Connections to Each Period
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(ID-2) (WXT-2) (WOR-6) (ENV-3)
Learning Objectives connect key concepts thematically across the different time periods of the course:
The AP USH Curriculum Framework
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The Revised AP U.S. History Exam Design
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Assessing the Learning ObjectivesIn order to assess student understanding of the learning objectives, exam questions should…• Be designed to elicit student
reasoning with the different historical thinking skills
• Focus on student understanding of long-term, significant historical developments
• Allow students flexibility in drawing on different historical examples to answer questions
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AP History Exam Design
Multiple choice 35 minutes – 30%(36 questions, organized in sets of 2-6)
Short-answer question 50 minutes – 25%(4 short answer questions)
Document-based question 60 minutes – 25% Long-essay question 35 minutes – 20%
Type, time and percentage of total AP Exam score
• Each set is focused on one or more learning objectives• Each set is organized around the primary and secondary
sources of U.S. history
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Rethinking Multiple Choice Questions
The MCQ section will have approximately 36 questions total, accounting for 30% of the exam score and 35 minutes of exam time Multiple-choice questions will appear in sets of 2-6 and ask
students to analyze historical texts, interpretations, and evidence Stimulus material will reflect the overarching course learning
objectives All different types of sources will be covered – primary and
secondary sources, images, graphs, maps No questions will solely reward “reading comprehension”
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Draft MCQ Set: StimulusLearning Objective: ID-2 • Students can assess the
impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization on popular beliefs about progress and the national destiny of the United States in the 19th century
Questions 1-3 refer to the following quotation. “Our . . . destiny [is] to overspread the continent allotted by Providence for the free development of our yearly multiplying millions. . . . The Anglo-Saxon foot is already on [California’s] borders. Already the advance guard of the irresistible army of Anglo-Saxon emigration has begun to pour down upon it, armed with the [plow] and the rifle, and marking its trail with schools and colleges, courts and representative halls, mills and meetinghouses. A population will soon be in actual occupation of California. . . . Their right to independence will be the natural right of self-government belonging to any community strong enough to maintain it.”
– John L. O’Sullivan, 1845
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Key Concept: 5.1.I.A
• The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority, and helped to shape the era’s political debates.
Draft MCQ Set: Questions1. The ideas expressed in the passage above most clearly show the influence
of which of the following?
(A)Models of limited government inherent in the Articles of Confederation
(B) Beliefs in separation of powers articulated in the United States Constitution
(C) Concerns about foreign alliances expressed in George Washington’s Farewell Address
(D)Concepts of republican democracy found in the Declaration of Independence
2. The process described in the passage above most directly led to political controversies in the 1840s and 1850s over the
(A)expansion of slavery into newly acquired territories
(B) authority of the Supreme Court to overturn federal laws
(C) role of the federal government in economic development
(D)use of natural resources in newly acquired territories
Skill: Historical Causation
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Skill: Historical Causation
Draft MCQ Set: Questions3. Which of the following events in the late nineteenth and early
twentieth centuries represents a continuation of the process described in the passage above?
(A) Efforts to restrict immigration to the United States
(B) The Supreme Court’s endorsement of racial segregation
(C) The United States gaining possession of overseas territories
(D) Political parties’ attempts to regulate economic activities
Skill:Continuity/Change over Time
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Students Reasoning Historically
“I think this question was fairly difficult because you have to think about it in the sense of ongoing history and so you have to connect it to other events in history based on this quote too. … You have to break down that quote and then relate it to something in here.”
“All these questions are like, you have to make the connection between that and other events in history. It’s not something you can just read a question and say oh, that’s definitely wrong. You have to think about what’s going on in the question so you have to – it requires a lot of thinking.”
Student Participants in “Think Aloud” Study, March 2012
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Draft Question: Short Answer
Learning Objective: ID-1• Students can analyze how
competing conceptions of national identity were expressed in the development of political institutions and cultural values from the late colonial through the antebellum periods
Historical Thinking Skill:• Periodization
United States historians have proposed various events to mark the beginning of an American identity. A) Choose ONE of the events listed below, and explain why your choice best represents the beginning of an American identity. Provide at least ONE piece of evidence to support your explanation.• End of the Seven Years’ War (French and
Indian War) in 1763• Signing of the Declaration of Independence in
1776• Ratification of the U.S. Constitution in 1788
B) Contrast your choice against ONE of the other options, demonstrating why that option is not as good as your choice.
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4 questions per section; 50 minutes total
Draft Document-Based Question
Learning Objective: PEO-3• Analyze the causes and
effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries
Historical Thinking Skills:• Continuity/Change over
Time• Argumentation• Use of Evidence• Synthesis
Analyze major changes and continuities in the social and economic experiences of African Americans who migrated from the rural South to urban areas in the North in the period 1910-1930
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1 question; 60 minutes
Draft Question: Long EssayChoice between 2 questions; 35 minutes
Learning Objective: ID-1 • Students can analyze how
competing conceptions of national identity were expressed in the development of political institutions and cultural values from the late colonial through the antebellum periods.
Historical Thinking Skill:• Change and Continuity
over Time
Some historians have argued that the American Revolution created a distinct political identity in the United States, transforming what it meant to be an American. Support, modify, or refute this contention using specific evidence.
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Early Teacher Reactions
Knowing that… larger patterns, ideas, and themes will be tested helps me feel as though I have greater freedom to get into depth in areas of interest to the students and my personal expertise…I have always tried to do this in my current course, but now I will not feel the same rush to push through all of the content and in turn cut out some of those valuable skill development opportunities.
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Early Teacher Reactions
I'm very excited about the new course. I think the new course is both doable and will require teachers to get through the 20th century…I am also looking forward to the freedom (less prescription) that I am anticipating in the new test.
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Early Teacher Reactions
I love the Curriculum Framework. I believe this will be especially helpful for teachers just getting involved in the subject and will probably be well used by the consultants that conduct the AP trainings…[S]o many districts are cash-strapped, many teachers are being given AP teaching assignments with no real assistance... to me this makes the framework even more critical.
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Teacher Support
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Redesigned Course: Teacher Support
Date ResourceOctober 2012 • Curriculum Framework
• Sample Exam Questions• State Standard Alignment Guides
Summer/Fall 2013 • PD workshops will introduce the revised course, but still focus primarily on current course.• Course Planning and Pacing Guides
Downloadable print publication that provides an exemplar of how to plan a year’s worth of instruction in an AP course.
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Redesigned Course Teacher Support
Date ResourceWinter 2014 • Course and Exam Description
• Syllabus Development Guide• Annotated Sample Syllabi• Example Textbook List• Syllabus Development Tutorial
Summer 2014 • AP Summer Institutes focus on the new course• Practice exams available• AP Course Audit begins accepting course
submissions
Fall 2014 • Teachers begin teaching the revised course• PD Workshops focus on the revised course
May 2015 • Administration of the AP US History Exam.
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Frequently Asked Questions
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Frequently Asked Questions Will the College Board help prepare administrators, parents , and
the public for the revised course and exam? Will teachers have to resubmit their course for the AP Course
Audit? What are textbook publishers doing in response to these changes? Will there be enough exam questions for us to use to prepare our
students? My state requires that I teach certain content in my US History
course. How will the AP US History course revisions affect me? How do the changes to the AP US History course and exam align
with the move toward Common Core State Standards? How will AP Workshop and Summer Institute consultants be
trained on the revised course and exam?
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Audience Q & A
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