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      • Washington DC - Washington D.C., formally known as District of Columbia, is the capital city of United States. It was established by Constitution as federal district separate from states for national government purposes.
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  2. The AP U.S. History framework included in the course and exam description outlines distinct skills that students should practice throughout the year—skills that will help them learn to think and act like historians.

    • The Exam

      Exam questions assess the course concepts and skills...

    • Course Audit

      For discussions regarding the usefulness of these texts and...

    • Period 1: 1491-1607. Thinking like a historian: Period 1: 1491-1607 Native American societies before contact: Period 1: 1491-1607 European exploration in the Americas: Period 1: 1491-1607.
    • Period 2: 1607-1754. European colonization: Period 2: 1607-1754 Regions of British colonies: Period 2: 1607-1754 Transatlantic trade: Period 2: 1607-1754.
    • Period 3: 1754-1800. The Seven Years' War (The French and Indian War): Period 3: 1754-1800 Taxation without representation: Period 3: 1754-1800 Philosophical foundations of the American Revolution: Period 3: 1754-1800 The American Revolution: Period 3: 1754-1800 The influence of revolutionary ideals: Period 3: 1754-1800 The Articles of Confederation: Period 3: 1754-1800.
    • Period 4: 1800-1848. The rise of political parties and the era of Jefferson: Period 4: 1800-1848 Politics and regional interests: Period 4: 1800-1848 America on the world stage: Period 4: 1800-1848 Market Revolution: industrialization: Period 4: 1800-1848 Market Revolution: society and culture: Period 4: 1800-1848 Expanding democracy: Period 4: 1800-1848.
  3. Jul 11, 2023 · American History Central’s APUSH Study Guide and Notes. Understanding the APUSH Time Periods is essential for success in the course and on the APUSH Exam. This overview of the APUSH Time Periods provides an overview of each unit and links to Topics and Key Concepts for teachers and students.

    • Randal Rust
    • INCLUDES
    • AP COURSE AND EXAM DESCRIPTIONS ARE UPDATED PERIODICALLY
    • AP Equity and Access Policy
    • Acknowledgments
    • College Board Staf
    • AP Course Development
    • Enrolling Students: Equity and Access
    • Ofering AP Courses: The AP Course Audit
    • How the AP Program Is Developed
    • Using and Interpreting AP Scores
    • BECOMING AN AP READER
    • How to Apply
    • AP Resources and Supports
    • AP Classroom
    • UNIT GUIDES
    • PERSONAL PROGRESS CHECKS
    • PROGRESS DASHBOARD
    • Digital Activation
    • Instructional Model
    • Plan
    • Teach
    • Assess
    • College Course Equivalent
    • Prerequisites
    • Introduction
    • The Inclusion of Names and Specific Historical Examples
    • The Founding Documents
    • Overview
    • 1 HISTORICAL THINKING SKILLS AND REASONING PROCESSES
    • 2 COURSE CONTENT
    • Historical Thinking Skills and Reasoning Processes
    • Historical Thinking Skills
    • Developments and Processes 1
    • Sourcing and Situation 2
    • Reasoning Processes
    • Course Content
    • Themes
    • THEME 1: AMERICAN AND NATIONAL IDENTITY (NAT)
    • THEME 2: WORK, EXCHANGE, AND TECHNOLOGY (WXT)
    • THEME 3: GEOGRAPHY AND THE ENVIRONMENT (GEO)
    • THEME 4: MIGRATION AND SETTLEMENT (MIG)
    • THEME 5: POLITICS AND POWER (PCE)
    • THEME 6: AMERICA IN THE WORLD (WOR)
    • THEME 7: AMERICAN AND REGIONAL CULTURE (ARC)
    • THEME 8: SOCIAL STRUCTURES (SOC)
    • Spiraling the Themes

    Course framework Instructional section Sample exam questions

    Please visit AP Central to determine whether a more recent course and (apcentral.collegeboard.org) exam description is available.

    College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been tr...

    College Board would like to acknowledge the following individuals for their assistance with and contributions to the development of this course over the years. All individuals’ afiliations were current at the time of contribution. Fred Anderson, University of Colorado Boulder, Boulder, CO Juliana Barr, Duke University, Durham, NC Julie Bell, James ...

    John C. Baran Jr., Director, AP Instructional Design and PD Resource Development Cheryl Harmon, Senior Director, AP Instructional Design and PD Resource Development Chad Hoge, Director, AP U.S. History Content Development Daniel McDonough, Senior Director, AP Content Integration Allison Milverton, Director, AP Curricular Publications Allison Thur...

    In an ongoing efort to maintain alignment with best practices in college-level learning, AP courses and exams emphasize challenging, research-based curricula aligned with higher education expectations. Individual teachers are responsible for designing their own curriculum for AP courses and selecting appropriate college-level readings, assignments,...

    College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been tr...

    The AP Program unequivocally supports the principle that each school implements its own curriculum that will enable students to develop the content understandings and skills described in the course framework. While the unit sequence represented in this publication is optional, the AP Program does have a short list of curricular and resource require...

    The scope of content for an AP course and exam is derived from an analysis of hundreds of syllabi and course o erings of colleges and universities. Using this research and data, a committee of college faculty and expert AP teachers work within the scope of the corresponding college course to articulate what students should know and be able to do up...

    The extensive work done by college faculty and AP teachers in the development of the course and exam and throughout the scoring process ensures that AP Exam scores accurately represent students’ achievement in the equivalent college course. Frequent and regular research studies establish the validity of AP scores as follows: While colleges and univ...

    Each June, thousands of AP teachers and college faculty members from around the world gather for seven days in multiple locations to evaluate and score the free-response sections of the AP Exams. Ninety-eight percent of surveyed educators who took part in the AP Reading say it was a positive experience. There are many reasons to consider becoming a...

    Visit collegeboard.org/apreading for eligibility requirements and to start the application process.

    By completing a simple activation process at the start of the school year, teachers and students receive access to a robust set of classroom resources.

    AP Classroom is a dedicated online platform designed to support teachers and students throughout their AP experience. The platform provides a variety of powerful resources and tools to provide yearlong support to teachers and enable students to receive meaningful feedback on their progress.

    Appearing in this publication and on AP Classroom, these planning guides outline all required course content and skills, organized into commonly taught units. Each unit guide suggests a sequence and pacing of content, scafolds skill instruction across units, and organizes content into topics.

    Formative AP questions for every unit provide feedback to students on the areas where they need to focus. Available online, Personal Progress Checks measure knowledge and skills through multiple-choice questions with rationales to explain correct and incorrect answers, and free-response questions with scoring information. Because the Personal Progr...

    This dashboard allows teachers to review class and individual student progress throughout the year. Teachers can view class trends and see where students struggle with content and skills that will be assessed on the AP Exam. Students can view their own progress over time to improve their performance before the AP Exam.

    In order to teach an AP class and make sure students are registered to take the AP Exam, teachers must first complete the digital activation process. Digital activation gives students and teachers access to resources and gathers students’ exam registration information online, eliminating most of the answer sheet bubbling that has added to testing t...

    Integrating AP resources throughout the course can help students develop the historical thinking skills and conceptual understandings. The instructional model outlined below shows possible ways to incorporate AP resources into the classroom.

    Teachers may consider the following approaches as they plan their instruction before teaching each unit. Use the Unit at a Glance table to identify related topics that build toward a common understanding, and then plan appropriate pacing for students. Identify useful strategies in the Instructional Approaches section to help teach the concepts and ...

    When teaching, supporting resources could be used to build students’ conceptual understanding and their mastery of skills. Use the topic pages in the unit guides to identify the required content. Integrate the content with a skill, considering any appropriate scafolding. Employ any of the instructional strategies previously identified. Use the avai...

    Teachers can measure student understanding of the content and skills covered in the unit and provide actionable feedback to students. At the end of each unit, use AP Classroom to assign students the online Personal Progress Checks, as homework or as an in-class task. Provide question-level feedback to students through answer rationales; provide uni...

    AP U.S. History is equivalent to a two-semester introductory college course in U.S. history.

    There are no prerequisites for AP U.S. History. Students should be able to read a college-level textbook and write grammatically correct, complete sentences. THIS PAGE IS INTENTIONALLY LEFT BLANK. AP U.S. HISTORY

    The AP U.S. History Course and Exam Description defines what representative colleges and universities typically expect students to know and be able to do in order to earn college credit or placement. Students practice the thinking skills used by historians by studying primary and secondary source evidence, analyzing a wide array of historical evide...

    As has been the case for all prior versions of the AP U.S. History course, this AP U.S. History course framework includes a minimal number of individual names: the founders, several presidents and party leaders, and other individuals who are almost universally taught in college-level U.S. history courses. As history teachers know well, the material...

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

    olloThe fwing table shows how the themes spiral across units.

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    • Period 1: 1491–1607. You’ll learn about Native American societies as well as how and why Europeans first explored, and then began to colonize, the Americas.
    • Period 2: 1607–1754. You'll study the colonies established in the New World by the Spanish, French, Dutch, and British. Topics may include: How different European colonies developed and expanded.
    • Period 3: 1754–1800. You'll explore the events that led to the American Revolution and the formation of the United States and examine the early years of the republic.
    • Period 4: 1800–1848. You’ll examine how the young nation developed politically, culturally, and economically in this period. Topics may include
  4. The AP US History exam covers United States history from 1491 to the present, divided into nine time periods. The exam is scored on a scale from 1 to 5, with a score of 3 or higher often earning college credit (depending on the particular university).

  5. AP U.S. History is designed to be the equivalent of a two-semester introductory college or university U.S. history course. In AP U.S. History students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present.

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