AP US History Curriculum Framework Evidence Planner

AP U.S.
History
®
Curriculum Framework Evidence Planner
© 2014 The College Board. College Board, Advanced Placement Program, AP and the acorn logo are registered trademarks
of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board
on the Web: www.collegeboard.org.
New York, NY
3 Introduction
4 The Curriculum Framework Evidence Planner
5 The Concept Outline
7 How to Use This Document
8 Teacher Planning Tool
9 Example 1 Period 7: 1890–1945
11 Example 2 Period 7: 1890–1945
13 Period 1: 1491–1607
20 Period 2: 1607–1754
28 Period 3: 1754–1800
38 Period 4: 1800–1848
50 Period 5: 1844–1877
59 Period 6: 1865–1898
69 Period 7: 1890–1945
79 Period 8: 1945–1980
89 Period 9: 1980–Present
96 Appendix: Historical Thinking Skills
AP U.S. History Curriculum Framework Evidence Planner 2

Introduction
The redesigned AP® U.S. History Course and Exam are the product of several years
of research into current best practices in history education. The resulting program of
study reflects a commitment to what teachers, professors, and researchers of history
teaching and learning have agreed is the main goal of a college-level survey course in U.S.
history: that students should learn to use historical facts and evidence to achieve deeper
conceptual understandings of major developments in U.S. history.
To accomplish this goal, the AP U.S. History curriculum framework defines a set of clear
learning objectives that are then assessed on the AP Exam. To become proficient in
these learning objectives, students will need to master the kinds of thinking skills used
by historians in their study of the past and become familiar with contemporary scholarly
perspectives on major issues in U.S. history. Students must engage in a deep study of
primary and secondary source evidence, analyze a wide array of historical facts and
perspectives, and express historical arguments in writing.
The curriculum framework contained in the Course and Exam Description is just
that—a framework for conveying the content, skills, and understandings identified
by representative colleges and universities as required for credit and placement. The
curriculum framework is not the complete curriculum. Locally, teachers will choose
relevant historical evidence to examine the concepts. This approach allows for the greatest
flexibility for teachers to focus in more depth on particular concepts or meet state or local
requirements. The result is a course that prepares students for college credit and placement
while relieving the pressure on AP teachers to cover all possible details of U.S. history at a
superficial level.

The Curriculum Framework
Evidence Planner
This document, The Curriculum Framework Evidence Planner, provides a reformatted

version of the AP U.S. History Curriculum Framework Concept Outline to aid teachers in
planning their own course. Space is provided for teachers to identify specific examples
and content that they are choosing to use in their instruction to investigate the key
concepts. These examples might come from standards established by state curriculum
guides or by school or district requirements.
This Evidence Planner includes all the required concepts and topics from the AP U.S.
History Curriculum Framework Concept Outline. Additionally, the specific learning
objectives linked to each concept are the focus of AP Exam questions. When using this
planning tool, teachers must also consider the application of the Historical Thinking Skills
(see the Appendix).
Students must become proficient in thinking and writing about the content that is
chosen by the AP teacher for the AP course, in order to write well about it in response to
AP Exam questions.
For more ideas about planning the AP course, including Course Planning and Pacing
Guides, sample syllabi, links to the online AP U.S. History Teacher Community, and more,
please visit apcentral.collegeboard.org/apush.

The Concept Outline
The historical statements in the concept outline were identified by a

representative sample of colleges and universities as required for credit.
The AP U.S. History course is organized into nine historical periods (the precolonial
era to the present). The historical developments that are required knowledge
for each period are presented in a set of conceptual statements known as the
concept outline.
The AP Exam questions do not require students to agree with the statements
in the concept outline.
It is the nature of history as a discipline that individual statements are open to
differences of interpretation. Like all historical claims, the statements in the concept
outline should be examined in light of primary sources and evidence as well as
historical research. Teachers can help students examine these concepts as claims,
based on current scholarship about United States history, similar to those typically
analyzed in a college-level survey course.
Teachers may wish to use these differences of interpretation as opportunities for
student analysis of multiple perspectives. (For example, the statement “the decision
to drop the atomic bomb raised questions about American values” suggests the
value of analyzing multiple perspectives on that event.)
Teachers must choose relevant historical evidence to illustrate by reference

specific individuals, events, or documents as appropriate for each of the concepts.
Because the concepts in the outline are broad, teachers must choose relevant
historical evidence to investigate specific individuals, events, or documents as

appropriate for each of the concepts in this outline. Key concepts are designed, in
connection to each other, to provide a balanced discussion of major developments in
each period of American history.
This approach provides the maximum degree of flexibility in instruction across
states, districts, schools, and teachers, while also providing clarity regarding the
concepts typically required for credit and placement.
Students will need to demonstrate a strong knowledge of at least one example of

each of the concepts in the concept outline to use as evidence when responding
to written questions.
While the multiple-choice questions on the AP Exam will expect that students will
be familiar with major developments in each period of American history, the free-
response section of the exam will ask students to critically analyze these concepts.
Students will need to have a thorough mastery of these developments in order to
answer multiple-choice questions correctly and have sufficient evidence to respond
to written questions on the AP Exam. Rather than requiring students to respond to
questions about every possible individual and event in American history, the free-
response section of the AP U.S. History exam will require students to demonstrate
strong knowledge of one example of each of the concepts in this concept outline by
using historical examples (individuals, events, documents, etc.) of their choosing.
Students are required to examine historical evidence—especially as found in primary
source documents—as they explore the key concepts of each period. For example,
an essay question might include the prompt, “Some historians argue that …” and
ask students to support, refute, or modify this assertion, using specific evidence to
justify their answers.

How to Use This Document
In order to help students investigate the key concepts in the AP U.S. History course,
teachers must select specific groups, events, individuals, dates, or other historical details
that they consider relevant. In addition, rather than trying to cover all possible examples
of a particular concept, teachers should select fewer examples to teach in depth.
For example, rather than giving cursory treatment to every example of America’s
“economic, diplomatic, and military initiatives in the Western Hemisphere” in the period
1800–1848 (Key Concept 4.3.I.A), teachers should choose one to teach well. AP Exam
questions will not require that all students know the same example of such initiatives.
Instead, AP Exam questions will reward students for writing accurately about the
initiative(s) their teacher chose to focus on.
In the pages that follow, space is provided for you to insert the specific content
(individuals, events, documents, etc.) you choose to focus on in your AP U.S. History
course into the concept outline. Two examples of possible content choices are provided
for Period 7 (addressing World War II).
You may also find it helpful to provide this planning tool to your students to help them
track and review the content you have chosen for analyzing each concept. This may
provide them with a resource when reviewing evidence they have learned as they
prepare for the AP Exam.

1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–Present
Period 7: 1890-1945
TEACHER PLANNING TOOL
An increasingly pluralistic United States faced profound domestic

L E
M
activism, and sought to define its international role.
P
and global challenges, debated the proper degree of government
X A
E

EXAMPLE 1 Period 7: 1890–1945
TEACHER-SELECTED TEACHER-SELECTED
examples of individuals, primary and secondary sources
Key Concept groups, and movements to for students to examine the Focus of AP
PRIORITIZED BY COLLEGES FOR CREDIT investigate the Key Concept Key Concept in depth Exam questions:
KEY CONCEPT 7.3: Global conflicts over resources, territories, and ideologies renewed debates Thematic Learning Objectives
over the nation’s values and its role in the world while simultaneously propelling the United WOR-4: Explain how
the U.S. involvement in
States into a dominant international military, political, cultural, and economic position. global conflicts in the 20th
century set the stage for
III. T
he involvement of the A) The mass mobilization of ›› The draft ›› Franklin Roosevelt, “Day
E
domestic social changes
United States in World American society to supply ›› War Refugee Board of Infamy” Speech
War II, while opposed by troops for the war effort and a ›› Tuskegee Airmen ›› Ronald Takaki, Double WOR-7: Analyze the goals of
L
workforce on the home front U.S. policymakers in major
most Americans prior to Victory
ended the Great Depression international conflicts, such
the attack on Pearl Harbor,
and provided opportunities as the Spanish American War,
P
vaulted the United States for women and minorities to World Wars I and II, and the
into global political and improve their socioeconomic Cold War, and explain how
military prominence, and positions U.S involvement in these
M
transformed both American conflicts has altered the
society and the relationship U.S. role in world affairs
between the United States
ID-3: Analyze how U.S.
A
and the rest of the world. involvement in international
crises such as the Spanish-
X
American war, World
Wars I and II, the Great
Depression, and the Cold War
E
influenced public debates
B) Wartime experiences, such as ›› Fair Employment Practices ›› Supreme Court decision about American national
the internment of Japanese Commission, 1943 in Korematsu v. United identity in the 20th century
Americans, challenges to ›› “Zoot Suit” Riots States
civil liberties, debates over ID-6: Analyze how migration
›› Freda Kerchwey, “A
patterns to, and migration
race and segregation, and the Program of Inaction” (on within, the United States
decision to drop the atomic U.S. inaction against the have influenced the
bomb raised questions about Holocaust) growth of racial and ethnic
American values. ›› Eisenhower’s memoir The identities and conflicts
White House Years (on over ethnic assimilation
and distinctiveness
the decision to drop the
atomic bomb) POL-5: Analyze how
arguments over the meaning
and interpretation of the
Constitution have affected
U.S. politics since 1787

C) The United States and its ›› Battle of Midway ›› Richard Tregaskis, Thematic Learning Objectives
allies achieved victory over ›› Manhattan Project Guadalcanal Diary
WOR-4: Explain how
the Axis powers through ›› wartime experiences of ›› Franklin Roosevelt, “Four the U.S. involvement in
a combination of factors, Daniel Inouye Freedoms” Speech global conflicts in the 20th
including allied political and ›› Richard Overy, Why the century set the stage for
E
military cooperation, industrial Allies Won domestic social changes
production, technological
WOR-7: Analyze the goals of
and scientific advances,
L
U.S. policymakers in major
and popular commitment to international conflicts, such
advancing democratic ideals. as the Spanish American War,
P
World Wars I and II, and the
Cold War, and explain how U.S.
involvement in these conflicts
M
has altered the U.S. role in
world affairs.
A
D) The dominant American ›› Morgenthau Plan ›› Franklin Roosevelt, involvement in international
role in the Allied victory and ›› Yalta Conference “Arsenal of Democracy” crises such as the Spanish-
postwar peace settlements, speech American war, World Wars I
X
combined with the war- ›› Serhii Plokhy, Yalta and II, the Great Depression,
ravaged condition of Asia and and the Cold War influenced
E
Europe, allowed the United public debates about American
national identity in the 20th
States to emerge from the war
century.
as the most powerful nation
on earth. ID-6: Analyze how migration
within, the United States
have influenced the
growth of racial and ethnic
identities and conflicts over
ethnic assimilation and
distinctiveness
POL-5: Analyze how
Constitution have affected U.S.
politics since 1787

KEY CONCEPT 7.3: Global conflicts over resources, territories, and ideologies renewed debates Thematic Learning Objectives
over the nation’s values and its role in the world while simultaneously propelling the United WOR-4: Explain how
States into a dominant international military, political, cultural, and economic position. global conflicts in the 20th
E
III. T
he involvement of the A) The mass mobilization of ›› Victory Gardens ›› “Rosie the Riveter” song domestic social changes
United States in World American society to supply ›› Office of War and magazine cover WOR-7: Analyze the goals of
L
War II, while opposed by troops for the war effort Information ›› Studs Terkel, “The Good U.S. policymakers in major
most Americans prior to and a workforce on the ›› Navajo Code-Talkers War”: An Oral History of international conflicts, such
the attack on Pearl Harbor, home front ended the Great World War II as the Spanish American War,
P
vaulted the United States Depression and provided World Wars I and II, and the
into global political and opportunities for women and Cold War, and explain how U.S.
military prominence, minorities to improve their
M
and transformed both socioeconomic positions
world affairs.
American society and the
relationship between the ID-3: Analyze how U.S.
A
involvement in international
United States and the rest
of the world. American war, World Wars I
X
and II, the Great Depression,
and the Cold War influenced
E
public debates about American
national identity in the 20th
century.
B) Wartime experiences, such as ›› March on Washington ›› Executive Order 8802
the internment of Japanese movement ›› Supreme Court decision in ID-6: Analyze how migration
Americans, challenges to ›› 1943 Detroit Race Riot West Virginia State Board
civil liberties, debates over of Education v. Barnette have influenced the
race and segregation, and the ›› Harry Truman’s “Warning growth of racial and ethnic
decision to drop the atomic to Japan Urging identities and conflicts over
bomb raised questions about Surrender” ethnic assimilation and
American values. distinctiveness
POL-5: Analyze how
politics since 1787

C) The United States and its ›› D-Day and invasion of ›› Atlantic Charter Thematic Learning Objectives
allies achieved victory over Normandy ›› Frank Sinatra, “The House
WOR-4: Explain how
the Axis powers through ›› development of sonar I Live In” (short film)
a combination of factors, ›› the liberation of Nazi ›› James Brady, Flags of Our global conflicts in the 20th
including allied political and death camps and the Fathers century set the stage for
E
military cooperation, industrial Holocaust domestic social changes
production, technological WOR-7: Analyze the goals of
and scientific advances,
L
and popular commitment to international conflicts, such
advancing democratic ideals. as the Spanish American War,
P
World Wars I and II, and the
Cold War, and explain how U.S.
M
world affairs.
A
American war, World Wars I
X
D) Wartime experiences, such as ›› Morgenthau Plan ›› Benn Steil, The Battle of and II, the Great Depression,
the internment of Japanese ›› Yalta Conference Bretton Woods and the Cold War influenced
public debates about American
E
Americans, challenges to ›› Bretton Woods ›› Protocols of the Berlin
civil liberties, debates over agreements Potsdam Conference national identity in the 20th
race and segregation, and the century.
decision to drop the atomic ID-6: Analyze how migration
bomb raised questions about patterns to, and migration
American values. within, the United States
have influenced the
identities and conflicts over
ethnic assimilation and
distinctiveness
POL-5: Analyze how
politics since 1787

1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–Present
Period 1: 1491–1607
On a North American continent controlled by American Indians,

contact among the peoples of Europe, the Americas, and
West Africa created a new world.

Period 1: 1491–1607
Key Concept 1.1: Before the arrival of Europeans, native populations in North America Thematic Learning Objectives
developed a wide variety of social, political, and economic structures based in part on PEO-1: Explain how and why
people moved within the
interactions with the environment and each other. Americas (before contact) and
to and within the Americas
I. As settlers migrated A) The spread of maize (after contact and colonization)
and settled across the cultivation from present-
vast expanse of North day Mexico northward into ENV-1: Explain how the
introduction of new plants,
America over time, they the American Southwest
animals, and technologies
developed quite different and beyond supported
altered the natural
and increasingly complex economic development and environment of North America
societies by adapting to social diversification among and affected interactions
and transforming their societies in these areas; a among various groups
diverse environments. mix of foraging and hunting in the colonial period
did the same for societies in
ENV-2: Explain how the
the Northwest and areas of
natural environment
California. contributed to the
development of distinct
regional group identities,
B) Societies responded to the institutions, and conflicts in
lack of natural resources the precontact period through
in the Great Basin and the independence period
the western Great Plains
by developing largely
mobile lifestyles.
C) In the Northeast and along

the Atlantic Seaboard some
societies developed a mixed
agricultural and hunter–
gatherer economy that
favored the development
of permanent villages.

Period 1: 1491–1607
Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, Thematic Learning Objectives
a series of interactions and adaptations among societies across the Atlantic. PEO-4: Analyze the effects
that migration, disease, and
warfare had on the American
I. T
he arrival of Europeans A) Spanish and Portuguese
Indian population after
in the Western Hemisphere exploration and conquest
contact with Europeans
in the 15th and 16th of the Americas led
centuries triggered to widespread deadly PEO-5: Explain how free and
forced migration to and within
extensive demographic epidemics, the emergence of
different parts of North America
and social changes on racially mixed populations, caused regional development,
both sides of the Atlantic. and a caste system defined cultural diversity and blending,
by an intermixture among and political and social conflicts
Spanish settlers, Africans, through the 19th century
and Native Americans. ENV-1: Explain how the
altered the natural environment
of North America and affected
interactions among various
groups in the colonial period
WXT-1: Explain how patterns
of exchanging commodities,
peoples, diseases, and ideas
around the Atlantic World
B) Spanish and Portuguese
developed after European
traders reached West Africa contact and shaped North
and partnered with some American colonial-era societies
African groups to exploit
WXT-4: Explain the
local resources and recruit development of labor systems
slave labor for the Americas. such as slavery, indentured
servitude, and free labor from
the colonial period through
the end of the 18th century
WOR-1: Explain how imperial
competition and the exchange
of commodities across both
sides of the Atlantic Ocean
influenced the origins and
patterns of development of
North American societies
in the colonial period

Period 1: 1491–1607
C) The introduction of new Thematic Learning Objectives

crops and livestock by the
PEO-4: Analyze the effects
Spanish had far-reaching
effects on native settlement warfare had on the American
patterns, as well as on Indian population after
economic, social, and contact with Europeans
political development in
the Western Hemisphere. PEO-5: Explain how free and
forced migration to and within
different parts of North America
caused regional development,
cultural diversity and blending,
and political and social conflicts
through the 19th century

altered the natural environment
of North America and affected
D) In the economies of
the Spanish colonies, WXT-1: Explain how patterns
Indian labor, used in the of exchanging commodities,
encomienda system to
support plantation-based developed after European
agriculture and extract contact and shaped North
precious metals and other American colonial-era societies
resources, was gradually
replaced by African slavery. WXT-4: Explain the
development of labor systems
such as slavery, indentured


Period 1: 1491–1607
II. E
uropean expansion into A) European exploration and Thematic Learning Objectives
the Western Hemisphere conquest were fueled by
ENV-1: Explain how
caused intense social/ a desire for new sources
the introduction of new
religious, political, and of wealth, increased plants, animals, and
economic competition in power and status, and technologies altered the
Europe and the promotion converts to Christianity. natural environment of
of empire building. North America and affected
ENV-4: Analyze how

the search for economic
resources affected social
and political developments
from the colonial period
B) New crops from the
through Reconstruction
Americas stimulated
European population WXT-1: Explain how
growth, while new sources patterns of exchanging
of mineral wealth facilitated commodities, peoples,
the European shift from diseases, and ideas around
the Atlantic World developed
feudalism to capitalism.
after European contact and
shaped North American
colonial-era societies
WOR-1: Explain how

imperial competition and the
exchange of commodities
C) Improvements in technology across both sides of the
and more organized Atlantic Ocean influenced
methods for conducting the origins and patterns
international trade helped of development of North
drive changes to economies American societies in
in Europe and the Americas. the colonial period
POL-1: Analyze the factors

behind competition,
cooperation, and conflict
among different societies
and social groups in
North America during
the colonial period

Period 1: 1491–1607
Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged Thematic Learning Objectives
the worldviews of each group. CUL-1: Compare the cultural

values and attitudes of
I. European overseas A) With little experience different European, African
American, and native
expansion and sustained dealing with people
peoples in the colonial
contacts with Africans who were different from
period and explain how
and American Indians themselves, Spanish and contact affected intergroup
dramatically altered Portuguese explorers poorly relationships and conflicts
European views of social, understood the native
political, and economic peoples they encountered
relationships among in the Americas, leading to
and between white and debates over how American
nonwhite peoples. Indians should be treated
and how “civilized” these
groups were compared
to European standards.
B) Many Europeans developed

a belief in white superiority
to justify their subjugation
of Africans and American
Indians, using several
different rationales.

Period 1: 1491–1607
II. Native peoples and Africans A) European attempts to Thematic Learning Objectives
in the Americas strove to change American Indian
ID-4: Explain how
maintain their political and beliefs and worldviews on
conceptions of group identity
cultural autonomy in the basic social issues such and autonomy emerged
face of European challenges as religion, gender roles out of cultural interactions
to their independence and the family, and the between colonizing groups,
and core beliefs. (ID-4) relationship of people with Africans, and American
(POL-1) (CUL-1) (ENV-2) the natural environment Indians in the colonial era
led to American Indian
resistance and conflict. behind competition,
among different societies
and social groups in
North America during
the colonial period
CUL-1: Compare the cultural

different European, African
American, and native
B) In spite of slavery, Africans’ period and explain how
cultural and linguistic contact affected intergroup
adaptations to the Western relationships and conflicts
Hemisphere resulted in
varying degrees of cultural natural environment
preservation and autonomy. contributed to the
development of distinct
institutions, and conflicts in
the precontact period through
the independence period

1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–Present
Period 2: 1607–1754
Europeans and American Indians maneuvered and fought

for dominance, control, and security in North America, and
distinctive colonial and native societies emerged.

Period 2: 1607–1754
Key Concept 2.1: Differences in imperial goals, cultures, and the North American environments Thematic Learning Objectives
that different empires confronted led Europeans to develop diverse patterns of colonization. WXT-2: Analyze how
innovations in markets,
I. Seventeenth-century A) Spain sought to establish transportation, and technology
Spanish, French, Dutch, tight control over the affected the economy and
the different regions of
and British colonizers process of colonization in
North America from the
embraced different social the Western Hemisphere colonial period through
and economic goals, and to convert and/or exploit the end of the Civil War
cultural assumptions, and the native population.
folkways, resulting in varied PEO-1: Explain how and why
people moved within the
models of colonization.
Americas (before contact) and
B) French and Dutch colonial (after contact and colonization)
efforts involved relatively
few Europeans and WOR-1: Explain how imperial
used trade alliances and
intermarriage with American sides of the Atlantic Ocean
Indians to acquire furs and influenced the origins and
other products for export to patterns of development of
Europe. North American societies
ENV-4: Analyze how the

search for economic resources
C) Unlike their European affected social and political
competitors, the English developments from the colonial
eventually sought to period through Reconstruction
establish colonies based
on agriculture, sending
relatively large numbers
of men and women to
acquire land and populate
their settlements, while
having relatively hostile
relationships with
American Indians.

Period 2: 1607–1754
II. The British–American A) Unlike Spanish, French, Thematic Learning Objectives

system of slavery developed and Dutch colonies, which WOR-1: Explain how imperial
out of the economic, accepted intermarriage and competition and the exchange
demographic, and cross-racial sexual unions of commodities across both
geographic characteristics with native peoples (and, in sides of the Atlantic Ocean
Spain’s case, with enslaved influenced the origins and
of the British-controlled
Africans), English colonies patterns of development of
regions of the New World.
attracted both males North American societies
and females who rarely in the colonial period
intermarried with either
native peoples or Africans, WXT-4: Explain the
leading to the development development of labor systems
of a rigid racial hierarchy. such as slavery, indentured
B) The abundance of land,
a shortage of indentured
servants, the lack of an ID-4: Explain how conceptions
effective means to enslave of group identity and
native peoples, and the autonomy emerged out
growing European demand of cultural interactions
for colonial goods led between colonizing groups,
to the emergence of the Africans, and American
Atlantic slave trade. Indians in the colonial era

C) Reinforced by a strong behind competition,
belief in British racial and cooperation, and conflict
cultural superiority, the among different societies and
British system enslaved social groups in North America
black people in perpetuity, during the colonial period
altered African gender and
CUL-1: Compare the cultural
kinship relationships in the
colonies, and was one factor
different European, African
that led the British colonists American, and native
into violent confrontations peoples in the colonial
with native peoples. period and explain how
contact affected intergroup
D) Africans developed both relationships and conflicts
overt and covert means to
resist the dehumanizing
aspects of slavery.

Period 2: 1607–1754
III. Along with other factors, A) The New England colonies, Thematic Learning Objectives
environmental and founded primarily by
WXT-2: Analyze how innova-
geographical variations, Puritans seeking to establish
tions in markets, transportation,
including climate and a community of like- and technology affected the
natural resources, minded religious believers, economy and the different re-
contributed to regional developed a close-knit, gions of North America from
differences in what would homogeneous society the colonial period through
become the British colonies. and — aided by favorable the end of the Civil War
environmental conditions — WXT-4: Explain the
a thriving mixed economy of development of labor systems
agriculture and commerce. such as slavery, indentured
B) The demographically,
religiously, and ethnically ENV-2: Explain how the natural
environment contributed to
diverse middle colonies
the development of distinct
supported a flourishing
export economy based institutions, and conflicts in
on cereal crops, while the the precontact period through
Chesapeake colonies and the independence period
North Carolina relied on ID-5: Analyze the role of
the cultivation of tobacco, economic, political, social, and
a labor-intensive product ethnic factors on the formation
based on white indentured of regional identities in what
servants and African chattel. would become the United
States from the colonial period
C) The colonies along the PEO-5: Explain how free and
southernmost Atlantic coast forced migration to and within
and the British islands different parts of North America
in the West Indies took
advantage of long growing
seasons by using slave through the 19th century
labor to develop economies
CUL-4: Analyze how changing
based on staple crops; religious ideals, Enlightenment
in some cases, enslaved beliefs, and republican thought
Africans constituted the shaped the politics, culture,
majority of the population. and society of the colonial era
through the early Republic

Period 2: 1607–1754
Key Concept 2.2: European colonization efforts in North America stimulated intercultural Thematic Learning Objectives
contact and intensified conflict between the various groups of colonizers and native peoples. WXT-1: Explain how patterns
I. Competition over resources A) Conflicts in Europe spread peoples, diseases, and ideas
between European rivals to North America, as
led to conflict within and French, Dutch, British, and contact and shaped North
between North American Spanish colonies allied, American colonial-era societies
colonial possessions traded with, and armed
and American Indians. American Indian groups, PEO-1: Explain how and why
leading to continuing people moved within the
Americas (before contact) and
political instability
(after contact and colonization)

B) As European nations
competed in North America, sides of the Atlantic Ocean
their colonies focused on influenced the origins and
gaining new sources of patterns of development of
labor and on producing and North American societies
acquiring commodities that in the colonial period
were valued in Europe.
behind competition,
among different societies and
C) The goals and interests of social groups in North America
European leaders at times during the colonial period
diverged from those of ENV-1: Explain how the
colonial citizens, leading to introduction of new plants,
growing mistrust on both animals, and technologies
sides of the Atlantic, as altered the natural
settlers, especially in the environment of North America
English colonies, expressed and affected interactions
among various groups
dissatisfaction over territorial
settlements, frontier
defense, and other issues.

Period 2: 1607–1754
II. Clashes between European A) Continuing contact with Thematic Learning Objectives
and American Indian social Europeans increased the
ID-4: Explain how conceptions
and economic values caused flow of trade goods and
of group identity and autonomy
changes in both cultures. diseases into and out emerged out of cultural
of native communities, interactions between colonizing
stimulating cultural and groups, Africans, and American
demographic changes. Indians in the colonial era

B) Spanish colonizing efforts in developed after European
North America, particularly contact and shaped North
after the Pueblo Revolt, American colonial-era societies
saw an accommodation PEO-4: Analyze the effects
with some aspects of that migration, disease, and
American Indian culture; warfare had on the American
by contrast, conflict with Indian population after
American Indians tended contact with Europeans
to reinforce English
PEO-5: Explain how free and
colonists’ worldviews on forced migration to and within
land and gender roles. different parts of North America
C) By supplying American
Indian allies with deadlier behind competition,
weapons and alcohol, and cooperation, and conflict
by rewarding Indian military among different societies and
actions, Europeans helped social groups in North America
increase the intensity during the colonial period
and destructiveness of CUL-1: Compare the cultural
American Indian warfare. values and attitudes of different
European, African American,
and native peoples in the
colonial period and explain
how contact affected intergroup
relationships and conflicts

Period 2: 1607–1754
Key Concept 2.3: The increasing political, economic, and cultural exchanges within Thematic Learning Objectives
the “Atlantic World” had a profound impact on the development of colonial societies WXT-1: Explain how patterns
in North America. peoples, diseases, and ideas
I. “Atlantic World” commercial, A) The growth of an Atlantic developed after European
religious, philosophical, economy throughout the contact and shaped North
and political interactions 18th century created a American colonial-era societies
among Europeans, shared labor market and
a wide exchange of New WXT-4: Explain the
Africans, and American
World and European goods, development of labor systems
native peoples stimulated as seen in the African slave such as slavery, indentured
economic growth, expanded trade and the shipment of servitude, and free labor from
social networks, and products from the Americas. the colonial period through
reshaped labor systems. the end of the 18th century
B) Several factors promoted
Anglicization in the British WOR-1: Explain how imperial
colonies: the growth of competition and the exchange
autonomous political of commodities across both
communities based on sides of the Atlantic Ocean
English models, the influenced the origins and
development of commercial patterns of development of
ties and legal structures, North American societies
the emergence of a trans- in the colonial period
Atlantic print culture, WOR-2: Explain how the
Protestant evangelism, exchange of ideas among
religious toleration, and different parts of the Atlantic
the spread of European World shaped belief systems
Enlightenment ideas. and independence movements
into the early 19th century
C) The presence of slavery
and the impact of colonial CUL-4: Analyze how changing
wars stimulated the religious ideals, Enlightenment
growth of ideas on race beliefs, and republican thought
in this Atlantic system, shaped the politics, culture,
leading to the emergence and society of the colonial era
of racial stereotyping and through the early Republic
the development of strict
racial categories among
British colonists, which
contrasted with Spanish
and French acceptance
of racial gradations.

Period 2: 1607–1754
II. Britain’s desire to A) As regional distinctiveness Thematic Learning Objectives

maintain a viable North among the British colonies
WOR-1: Explain how
American empire in the diminished over time, they
imperial competition and the
face of growing internal developed largely similar exchange of commodities
challenges and external patterns of culture, laws, across both sides of the
competition inspired institutions, and governance Atlantic Ocean influenced
efforts to strengthen its within the context of the the origins and patterns
imperial control, stimulating British imperial system. of development of North
increasing resistance from American societies in
colonists who had grown B) Late 17th-century efforts to the colonial period
accustomed to a large integrate Britain’s colonies WOR-2: Explain how
measure of autonomy. into a coherent, hierarchical the exchange of ideas
imperial structure and among different parts
pursue mercantilist of the Atlantic World
economic aims met with shaped belief systems and
independence movements
scant success due largely
to varied forms of colonial
resistance and conflicts ID-1: Analyze how
with American Indian competing conceptions
groups, and were followed of national identity
by nearly a half-century of were expressed in the
development of political
the British government’s
institutions and cultural
relative indifference to
values from the late
colonial governance. colonial through the
antebellum periods
C) Resistance to imperial
control in the British CUL-4: Analyze how
colonies drew on colonial changing religious ideals,
Enlightenment beliefs, and
experiences of self-
republican thought shaped
government, evolving the politics, culture, and
local ideas of liberty, the society of the colonial era
political thought of the through the early Republic
Enlightenment, greater
religious independence
and diversity, and an
ideology critical of
perceived corruption in
the imperial system.

1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–Present
Period 3: 1754–1800
British imperial attempts to reassert control over its colonies and

the colonial reaction to these attempts produced a new American
republic, along with struggles over the new nation’s social,
political, and economic identity.

Period 3: 1754–1800
Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led Thematic Learning Objectives
to new conflicts among the British government, the North American colonists, and American ID-4: Explain how conceptions
of group identity and
Indians, culminating in the creation of a new nation, the United States. autonomy emerged out
of cultural interactions
I. Throughout the second half A) English population growth between colonizing groups,
of the 18th century, various and expansion into the Africans, and American
American Indian groups interior disrupted existing Indians in the colonial era
repeatedly evaluated and French–Indian fur trade
adjusted their alliances networks and caused various
behind competition,
with Europeans, other Indian nations to shift cooperation, and conflict
tribes, and the new United alliances among competing among different societies and
States government. European powers. social groups in North America
during the colonial period
ENV-4: Analyze how

B) After the British defeat of the search for economic
the French, white–Indian resources affected social
conflicts continued to erupt and political developments
from the colonial period
as native groups sought
through Reconstruction
both to continue trading
with Europeans and to CUL-1: Compare the cultural
resist the encroachment values and attitudes of
of British colonists on different European, African
traditional tribal lands. American, and native
period and explain how
contact affected intergroup
C) During and after the colonial relationships and conflicts
war for independence,
various tribes attempted
to forge advantageous
political alliances with one
another and with European
powers to protect their
interests, limit migration
of white settlers, and
maintain their tribal lands.

Period 3: 1754–1800
II. D
uring and after the imperial A) Great Britain’s massive Thematic Learning Objectives
struggles of the mid-18th debt from the Seven Years’ ID-1: Analyze how competing
century, new pressures War resulted in renewed conceptions of national
began to unite the British efforts to consolidate identity were expressed in
colonies against perceived imperial control over North the development of political
and real constraints on American markets, taxes, institutions and cultural values
from the late colonial through
their economic activities and political institutions —
the antebellum periods
and political rights, actions that were supported
sparking a colonial by some colonists but
independence movement resisted by others.
and war with Britain. around the Atlantic World
B) The resulting independence contact and shaped North
movement was fueled by American colonial-era societies
established colonial elites, POL-1: Analyze the factors
as well as by grassroots behind competition,
movements that included cooperation, and conflict
newly mobilized laborers, among different societies and
artisans, and women, social groups in North America
and rested on arguments during the colonial period
over the rights of British WOR-1: Explain how imperial
subjects, the rights of the competition and the exchange
individual, and the ideas of commodities across both
of the Enlightenment.
C) Despite considerable loyalist
opposition, as well as
CUL-2: Analyze how emerging
Great Britain’s apparently
conceptions of national
overwhelming military and identity and democratic
financial advantages, the ideals shaped value systems,
patriot cause succeeded gender roles, and cultural
because of the colonists’ movements in the late 18th
greater familiarity with the century and the 19th century
land, their resilient military CUL-4: Analyze how changing
and political leadership, their religious ideals, Enlightenment
ideological commitment, beliefs, and republican thought
and their support from shaped the politics, culture,
and society of the colonial era
European allies.

Period 3: 1754–1800
III. In response to domestic A) The continued presence of Thematic Learning Objectives
and international tensions, European powers in North
WOR-5: Analyze the motives
the new United States America challenged the
behind, and results of,
debated and formulated United States to find ways economic, military, and
foreign policy initiatives to safeguard its borders, diplomatic initiatives aimed
and asserted an maintain neutral trading at expanding U.S. power
international presence. rights, and promote its and territory in the Western
economic interests. Hemisphere in the years
between independence
and the Civil War
POL-2: Explain how and why

major party systems and
political alignments arose
B) The French Revolution’s and have changed from the
spread throughout Europe early Republic through the
end of the 20th century
and beyond helped fuel
Americans’ debate not only
about the nature of the
United States’s domestic
order, but also about its
proper role in the world.
C) Although George
Washington’s Farewell
Address warned about
the dangers of divisive
political parties and
permanent foreign alliances,
European conflict and
tensions with Britain and
France fueled increasingly
bitter partisan debates
throughout the 1790s.

Period 3: 1754–1800
Key Concept 3.2: In the late 18th century, new experiments with democratic ideas and Thematic Learning Objectives
republican forms of government, as well as other new religious, economic, and cultural ideas, ID-1: Analyze how competing
challenged traditional imperial systems across the Atlantic World. identity were expressed in
the development of political
I. D
uring the 18th century, A) Protestant evangelical institutions and cultural values
new ideas about politics and religious fervor from the late colonial through
society led to debates about strengthened many British the antebellum periods
religion and governance, colonists’ understandings
of themselves as a chosen POL-5: Analyze how
and ultimately inspired
people blessed with liberty, arguments over the meaning
experiments with new while Enlightenment and interpretation of the
governmental structures. philosophers and ideas Constitution have affected
inspired many American U.S. politics since 1787
political thinkers to
emphasize individual talent WOR-2: Explain how the
over hereditary privilege. exchange of ideas among
different parts of the Atlantic
World shaped belief systems
B) The colonists’ belief in the and independence movements
superiority of republican into the early 19th century
self-government based on
CUL-4: Analyze how changing
the natural rights of the
religious ideals, Enlightenment
people found its clearest
beliefs, and republican thought
American expression in
shaped the politics, culture,
Thomas Paine’s Common
and society of the colonial era
Sense and in the Declaration
of Independence.
C) Many new state

constitutions and the
national Articles of
Confederation, reflecting
republican fears of both
centralized power and
excessive popular influence,
placed power in the
hands of the legislative
branch and maintained
property qualifications for
voting and citizenship.

Period 3: 1754–1800
II. A
fter experiencing the A) Difficulties over trade, Thematic Learning Objectives
limitations of the Articles of finances, and interstate and
WXT-6: Explain how
Confederation, American foreign relations, as well as
arguments about market
political leaders wrote a internal unrest, led to calls capitalism, the growth
new Constitution based on for significant revisions to of corporate power, and
the principles of federalism the Articles of Confederation government policies influenced
and separation of powers, and a stronger central economic policies from the
crafted a Bill of Rights, and government. late 18th centrury through
continued their debates the early 20th century
about the proper balance POL-5: Analyze how
between liberty and order. B) Delegates from the states arguments over the meaning
worked through a series and interpretation of the
of compromises to form Constitution have affected
a Constitution for a new U.S. politics since 1787
national government,
while providing limits
on federal power. economic, military, and
diplomatic initiatives aimed
at expanding U.S. power
C) Calls during the ratification and territory in the Western
process for greater Hemisphere in the years
guarantees of rights resulted between independence
in the addition of a Bill of and the Civil War
Rights shortly after the
Constitution was adopted.
D) As the first national

administrations began
to govern under the
Constitution, continued
debates about such issues
as the relationship between
the national government
and the states, economic
policy, and the conduct of
foreign affairs led to the
creation of political parties.

Period 3: 1754–1800
III. While the new governments A) During and after the Thematic Learning Objectives
continued to limit American Revolution, an
ID-4: Explain how conceptions
rights to some groups, increased awareness of
of group identity and
ideas promoting self- the inequalities in society autonomy emerged out
government and personal motivated some individuals of cultural interactions
liberty reverberated and groups to call for the between colonizing groups,
around the world. abolition of slavery and Africans, and American
greater political democracy Indians in the colonial era
in the new state and WOR-2: Explain how the
national governments. exchange of ideas among
World shaped belief systems
and independence movements
B) The constitutional framers
postponed a solution to the POL-5: Analyze how
problems of slavery and the
slave trade, setting the stage Constitution have affected
for recurring conflicts over U.S. politics since 1787
these issues in later years.
identity and democratic
ideals shaped value systems,
gender roles, and cultural
movements in the late 18th
century and the 19th century
C) The American Revolution
and the ideals set forth
in the Declaration of
Independence had
reverberations in France,
Haiti, and Latin America,
inspiring future rebellions.

Period 3: 1754–1800
Key Concept 3.3: Migration within North America, cooperative interaction, and competition for Thematic Learning Objectives
resources raised questions about boundaries and policies, intensified conflicts among peoples ID-5: Analyze the role of eco-
nomic, political, social, and
and nations, and led to contests over the creation of a multiethnic, multiracial national identity. ethnic factors on the formation
of regional identities in what
I. A
s migrants streamed A) The French withdrawal would become the United
westward from the British from North America and States from the colonial peri-
colonies along the Atlantic the subsequent attempt of od through the 19th century
seaboard, interactions various native groups to ID-6: Analyze how migration
among different groups that reassert their power over patterns to, and migration
would continue under an the interior of the continent within, the United States have
independent United States resulted in new white–Indian influenced the growth of ra-
cial and ethnic identities and
resulted in competition for conflicts along the western
conflicts over ethnic assim-
resources, shifting alliances, borders of British and, later, ilation and distinctiveness
and cultural blending. the U.S. colonial settlement PEO-5: Explain how free and
and among settlers looking forced migration to and within
to assert more power different parts of North America
in interior regions. caused regional development,
and political and social con-
B) Migrants from within flicts through the 19th century
North America and around POL-1: Analyze the factors
behind competition, coop-
the world continued to
eration, and conflict among
launch new settlements different societies and social
in the West, creating new groups in North America
distinctive backcountry during the colonial period
cultures and fueling social WOR-1: Explain how imperial
and ethnic tensions. competition and the exchange
C) The Spanish, supported
patterns of development
by the bonded labor of the of North American societ-
local Indians, expanded ies in the colonial period
their mission settlements WOR-5: Analyze the motives
into California, providing behind, and results of, eco-
opportunities for social nomic, military, and diplomatic
mobility among enterprising initiatives aimed at expanding
soldiers and settlers that led U.S. power and territory in
to new cultural blending. the Western Hemisphere in
the years between indepen-
dence and the Civil War

Period 3: 1754–1800
II. The policies of the United A) As settlers moved Thematic Learning Objectives
States that encouraged westward during the 1780s,
western migration and the Congress enacted the
behind competition,
orderly incorporation of new Northwest Ordinance for cooperation, and conflict
territories into the nation admitting new states and among different societies and
both extended republican sought to promote public social groups in North America
institutions and intensified education, the protection during the colonial period
conflicts among American of private property, and
Indians and Europeans in the restriction of slavery in that migration, disease, and
the trans-Appalachian West. the Northwest Territory. warfare had on the American
Indian population after
contact with Europeans

B) The Constitution’s failure behind, and results of,
to precisely define the economic, military, and
relationship between diplomatic initiatives aimed
American Indian tribes and at expanding U.S. power
the national government and territory in the Western
led to problems regarding Hemisphere in the years
between independence
treaties and Indian legal
and the Civil War
claims relating to the
seizure of Indian lands.
C) As western settlers sought

free navigation of the
Mississippi River, the United
States forged diplomatic
initiatives to manage the
conflict with Spain and to
deal with the continued
British presence on the
American continent.

Period 3: 1754–1800
III. New voices for national A) As national political Thematic Learning Objectives
identity challenged institutions developed in
ID-5: Analyze the role of eco-
tendencies to cling the new United States,
to regional identities, varying regionally based ethnic factors on the formation
contributing to the positions on economic, of regional identities in what
emergence of distinctly political, social, and would become the United
American cultural foreign policy issues States from the colonial peri-
expressions. promoted the development od through the 19th century
of political parties. WXT-2: Analyze how innova-
tions in markets, transportation,
and technology affected the
economy and the different re-
gions of North America from
B) The expansion of slavery
the end of the Civil War
in the lower South and
WXT-4: Explain the develop-
adjacent western lands, and
ment of labor systems such
its gradual disappearance
as slavery, indentured ser-
elsewhere, began to create vitude, and free labor from
distinctive regional attitudes the colonial period through
toward the institution. the end of the 18th century
political alignments arose
and have changed from the
C) Enlightenment ideas and early Republic through the
women’s experiences end of the 20th century
in the movement for CUL-2: Analyze how emerg-
independence promoted ing conceptions of national
an ideal of “republican identity and democratic ide-
als shaped value systems,
motherhood,” which
called on white women movements in the late 18th
to maintain and teach century and the 19th century
republican values within
ENV-3: Analyze the role of en-
the family and granted vironmental factors in contrib-
women a new importance in uting to regional economic and
American political culture. political identities in the 19th
century, and how they affected
conflicts such as the American
Revolution and the Civil War

1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–Present
Period 4: 1800–1848
The new republic struggled to define and extend democratic ideals in

the face of rapid economic, territorial, and demographic changes.

Period 4: 1800–1848
Key Concept 4.1: The United States developed the world’s first modern mass democracy and Thematic Learning Objectives
celebrated a new national culture, while Americans sought to define the nation’s democratic POL-2: Explain how and why
ideals and to reform its institutions to match them. political alignments arose
and have changed from the
I. T
he nation’s transformation A) As various constituencies early Republic through the
to a more participatory and interest groups end of the 20th century
democracy was coalesced and defined their
accompanied by continued agendas, various political POL-5: Analyze how
debates over federal power, parties, most significantly
the relationship between the Federalists and Constitution have affected
the federal government and Democratic-Republicans U.S. politics since 1787
the states, the authority of in the 1790s and the
different branches of the Democrats and Whigs in POL-6: Analyze how debates
federal government, and the the 1830s, were created or over political values (such
as democracy, freedom, and
rights and responsibilities transformed to reflect and/
citizenship) and the extension
of individual citizens. or promote those agendas. of American ideals abroad
contributed to the ideological
clashes and military conflicts
of the 19th century and
the early 20th century
ID-5: Analyze the role of

B) Supreme Court decisions economic, political, social, and
sought to assert federal ethnic factors on the formation
power over state laws and of regional identities in what
would become the United
the primacy of the judiciary
in determining the meaning through the 19th century
of the Constitution.

Period 4: 1800–1848
C) With the acceleration of a Thematic Learning Objectives

national and international
market economy, Americans
debated the scope of political alignments arose
government’s role in the and have changed from the
economy, while diverging early Republic through the
economic systems meant end of the 20th century
that regional political and
POL-5: Analyze how
economic loyalties often arguments over the meaning
continued to overshadow and interpretation of the
national concerns. Constitution have affected
POL-6: Analyze how debates

over political values (such
D) Many white Americans in of American ideals abroad
the South asserted their
regional identity through of the 19th century and
pride in the institution of the early 20th century
slavery, insisting that the
federal government should ID-5: Analyze the role of
defend that institution. economic, political, social, and
ethnic factors on the formation

Period 4: 1800–1848
II. C
oncurrent with an A) The Second Great Thematic Learning Objectives
increasing international Awakening, liberal social
exchange of goods and ideas from abroad, and
ideas, larger numbers Romantic beliefs in human identity and democratic
of Americans began perfectibility fostered ideals shaped value systems,
struggling with how to the rise of voluntary gender roles, and cultural
match democratic political organizations to promote movements in the late 18th
ideals to political institutions religious and secular century and the 19th century
and social realities. reforms, including abolition POL-3: Explain how
and women’s rights. activist groups and reform
movements, such as
antebellum reformers,
civil rights activists, and
B) Despite the outlawing of the social conservatives, have
international slave trade, the caused changes to state
rise in the number of free institutions and U.S. society
African Americans in both
the North and the South, and WOR-2: Explain how the
exchange of ideas among
widespread discussion of
various emancipation plans, World shaped belief systems
the U.S. and many state and independence movements
governments continued to into the early 19th century
restrict African Americans’
citizenship possibilities.
C) Resistance to initiatives
for democracy and
inclusion included
proslavery arguments,
rising xenophobia,
antiblack sentiments in
political and popular
culture, and restrictive
anti-Indian policies.

Period 4: 1800–1848
III. While Americans celebrated A) A new national culture Thematic Learning Objectives
their nation’s progress emerged, with various
ID-1: Analyze how competing
toward a unified new Americans creating
national culture that blended art, architecture, and identity were expressed in
Old World forms with New literature that combined the development of political
World ideas, various groups European forms with institutions and cultural values
of the nation’s inhabitants local and regional from the late colonial through
developed distinctive cultural sensibilities. the antebellum periods
cultures of their own. ID-2: Assess the impact of
Manifest Destiny, territorial
expansion, the Civil War, and
industrialization on popular
beliefs about progress and
B) Various groups of the national destiny of the
American Indians, women, U.S. in the 19th century
and religious followers ID-5: Analyze the role of
developed cultures economic, political, social, and
reflecting their interests and ethnic factors on the formation
experiences, as did regional of regional identities in what
groups and an emerging would become the United
urban middle class. States from the colonial period

C) Enslaved and free African gender roles, and cultural
Americans, isolated movements in the late 18th
at the bottom of the century and the 19th century
social hierarchy, created
CUL-5: Analyze ways that
communities and strategies
philosophical, moral, and
to protect their dignity and scientific ideas were used
their family structures, to defend and challenge
even as some launched the dominant economic
abolitionist and reform and social order in the
movements aimed at 19th and 20th centuries
changing their status.

Period 4: 1800–1848
Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated Thematic Learning Objectives
profound changes in U.S. settlement patterns, regional identities, gender and family relations, WXT-2: Analyze how
innovations in markets,
political power, and distribution of consumer goods. transportation, and technology
affected the economy and
I. A
global market and A) Innovations including the different regions of
communications textile machinery, steam North America from the
revolution, influencing engines, interchangeable colonial period through
and influenced by parts, canals, railroads, the end of the Civil War
technological innovations, and the telegraph, as
WXT-5: Explain how and why
led to dramatic shifts in well as agricultural different labor systems have
the nature of agriculture inventions, both extended developed, persisted, and
and manufacturing. markets and brought changed since 1800 and how
efficiency to production events such as the Civil War
for those markets. and industrialization shaped
U.S. society and workers’ lives
B) Increasing numbers of
Americans, especially
women in factories and
low-skilled male workers,
no longer relied on
semisubsistence agriculture
but made their livelihoods
producing goods for
distant markets, even as
some urban entrepreneurs
went into finance rather
than manufacturing.

Period 4: 1800–1848
II. Regional economic A) Southern cotton furnished Thematic Learning Objectives

specialization, especially the raw material for
PEO-2: Explain how changes
the demands of cultivating manufacturing in the
in the numbers and sources
southern cotton, shaped Northeast, while the growth of international migrants in
settlement patterns in cotton production the 19th and 20th centuries
and the national and and trade promoted altered the ethnic and social
international economy. the development of makeup of the U.S. population
national economic ties,
PEO-3: Analyze the causes
shaped the international and effects of major internal
economy, and fueled the migration patterns such as
internal slave trade. urbanization, suburbanization,
westward movement, and
the Great Migration in the
19th and 20th centuries
B) Despite some governmental
and private efforts to WXT-2: Analyze how
create a unified national innovations in markets,
economy, most notably the transportation, and technology
affected the economy and
American System, the shift
the different regions of
to market production linked North America from the
the North and the Midwest colonial period through
more closely than either the end of the Civil War
was linked to the South.
different labor systems have
developed, persisted, and
C) Efforts to exploit the changed since 1800 and how
nation’s natural resources events such as the Civil War
and industrialization shaped
led to government
U.S. society and workers’ lives
efforts to promote free
and forced migration of
various American peoples
across the continent, as
well as to competing
ideas about defining and
managing labor systems,
geographical boundaries,
and natural resources.

Period 4: 1800–1848
III. The economic changes A) With the opening of canals Thematic Learning Objectives
caused by the market and new roads into the
revolution had significant western territories, native- tions in markets, transportation,
effects on migration born white citizens relocated and technology affected the
patterns, gender and westward, relying on new economy and the different re-
family relations, and community systems to gions of North America from
the distribution of replace their old family the colonial period through
political power. and local relationships.
WXT-7: Compare the beliefs
and strategies of movements
advocating changes to the
U.S. economic system since
industrialization, particularly
organized labor, Populist, and
B) Migrants from Europe Progressive movements
increased the population PEO-2: Explain how changes
in the East and the in the numbers and sources
of international migrants in
Midwest, forging strong
the 19th and 20th centuries
bonds of interdependence altered the ethnic and social
between the Northeast makeup of the U.S. population
and the Old Northwest. PEO-3: Analyze the causes
and effects of major internal
migration patterns such as
urbanization, suburbaniza-
tion, westward movement,
and the Great Migration in
C) The South remained ID-5: Analyze the role of eco-
politically, culturally, and nomic, political, social, and
ideologically distinct ethnic factors on the formation
from the other sections, of regional identities in what
while continuing to rely States from the colonial peri-
on its exports to Europe od through the 19th century
for economic growth. ID-6: Analyze how migration
within, the United States have
influenced the growth of ra-
ilation and distinctiveness

Period 4: 1800–1848
D) The market revolution Thematic Learning Objectives

helped to widen a gap
between rich and poor, tions in markets, transporta-
shaped emerging middle tion, and technology affected
and working classes, and the economy and the different
caused an increasing regions of North America from
separation between home the colonial period through
and workplace, which led to
dramatic transformations WXT-7: Compare the beliefs
and strategies of movements
in gender and in family
advocating changes to the
roles and expectations. U.S. economic system since
organized labor, Populist, and
Progressive movements
altered the ethnic and social
E) Regional interests continued makeup of the U.S. population
to trump national concerns PEO-3: Analyze the causes
as the basis for many and effects of major internal
political leaders’ positions migration patterns such as
urbanization, suburbaniza-
on economic issues
tion, westward movement,
including slavery, the and the Great Migration in
national bank, tariffs, and the 19th and 20th centuries
internal improvements. ID-5: Analyze the role of eco-
States from the colonial peri-
od through the 19th century
ID-6: Analyze how migration
ilation and distinctiveness

Period 4: 1800–1848
Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, Thematic Learning Objectives
and isolating itself from European conflicts shaped the nation’s foreign policy and spurred WOR-5: Analyze the motives
government and private initiatives. economic, military, and
diplomatic initiatives aimed
I. S
truggling to create A) Following the Louisiana at expanding U.S. power
an independent global Purchase, the drive to and territory in the Western
presence, U.S. policymakers acquire, survey, and Hemisphere in the years
sought to dominate the open up new lands and between independence
North American continent markets led Americans and the Civil War
and to promote its foreign into numerous economic, WOR-6: Analyze the major
trade. diplomatic, and military aspects of domestic debates
initiatives in the Western over U.S. expansionism
Hemisphere and Asia. in the 19th century and
B) The U.S. sought dominance

over the North American
continent through a variety
of means, including military
actions, judicial decisions,
and diplomatic efforts.

Period 4: 1800–1848
II. Various American groups A) With expanding borders Thematic Learning Objectives
and individuals initiated, came public debates
WOR-6: Analyze the major
championed, and/or resisted about whether to expand
aspects of domestic debates
the expansion of territory and how to define and over U.S. expansionism
and/or government powers. use the new territories. in the 19th century and
PEO-6: Analyze the role of

both internal and international
migration on changes to urban
life, cultural developments,
labor issues, and reform
movements from the
mid-19th century through
the mid-20th century
B) Federal government
attempts to assert
authority over the states
brought resistance from
state governments in
the North and the South
at different times.
Whites living on the

frontier tended to champion
expansion efforts, while
resistance by American
Indians led to a sequence
of wars and federal efforts
to control American
Indian populations.

Period 4: 1800–1848
III. The American acquisition A) The 1820 Missouri Thematic Learning Objectives
of lands in the West gave Compromise created a truce
ENV-3: Analyze the role
rise to a contest over the over the issue of slavery that
of environmental factors
extension of slavery into gradually broke down as in contributing to regional
the western territories as confrontations over slavery economic and political
well as a series of attempts became increasingly bitter. identities in the 19th century,
at national compromise. and how they affected

of American ideals abroad
B) As overcultivation depleted clashes and military conflicts
arable land in the Southeast, of the 19th century and
slaveholders relocated their the early 20th century
agricultural enterprises
to the new Southwest,
increasing sectional tensions
over the institution of
slavery and sparking a
broadscale debate about
how to set national goals,
priorities, and strategies.

1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–Present
Period 5: 1844–1877
As the nation expanded and its population grew, regional

tensions, especially over slavery, led to a civil war — the course
and aftermath of which transformed American society.

Period 5: 1844–1877
Key Concept 5.1: The United States became more connected with the world as it pursued an Thematic Learning Objectives
expansionist foreign policy in the Western Hemisphere and emerged as the destination for ID-2: Assess the impact of
many migrants from other countries. expansion, the Civil War, and
industrialization on popular
I. Enthusiasm for U.S. A) The idea of Manifest beliefs about progress and
territorial expansion, Destiny, which asserted the national destiny of the
fueled by economic and U.S. power in the Western U.S. in the 19th century
national security interests Hemisphere and supported WXT-2: Analyze how innova-
and supported by claims U.S. expansion westward, tions in markets, transportation,
of U.S. racial and cultural was built on a belief in and technology affected the
superiority, resulted in white racial superiority economy and the different re-
war, the opening of new and a sense of American gions of North America from
markets, acquisition of new cultural superiority, and the colonial period through
territory, and increased helped to shape the
ideological conflicts. era’s political debates. WOR-5: Analyze the motives
behind, and results of, eco-
nomic, military, and diplomatic
initiatives aimed at expanding
U.S. power and territory in
B) The acquisition of new the Western Hemisphere in
territory in the West and
the U.S. victory in the
Mexican-American War were WOR-6: Analyze the major
aspects of domestic de-
accompanied by a heated
bates over U.S. expansion-
controversy over allowing ism in the 19th century and
or forbidding slavery in the early 20th century
newly acquired territories.
vironmental factors in contrib-
uting to regional economic and
political identities in the 19th
affected social and political de-
velopments from the colonial
period through Reconstruction

Period 5: 1844–1877
C) The desire for access to Thematic Learning Objectives

western resources led
ID-2: Assess the impact of
to the environmental
transformation of the region, expansion, the Civil War, and
new economic activities, industrialization on popular
and increased settlement beliefs about progress and
in areas forcibly taken the national destiny of the
from American Indians. U.S. in the 19th century
tions in markets, transporta-
tion, and technology affected
the economy and the different
regions of North America from
D) U.S. interest in expanding behind, and results of, eco-
trade led to economic, nomic, military, and diplomatic
diplomatic, and cultural initiatives aimed at expanding
initiatives westward to Asia. U.S. power and territory in
the Western Hemisphere in
WOR-6: Analyze the major
aspects of domestic debates
over U.S. expansionism
in the 19th century and
vironmental factors in contrib-
uting to regional economic and
political identities in the 19th
affected social and political de-
velopments from the colonial
period through Reconstruction

Period 5: 1844–1877
II. Westward expansion, A) Substantial numbers of new Thematic Learning Objectives

migration to and within international migrants — ID-6: Analyze how migration
the United States, and the who often lived in ethnic patterns to, and migration
end of slavery reshaped communities and retained within, the United States have
North American boundaries their religion, language,
and caused conflicts over and customs — entered conflicts over ethnic assim-
American cultural identities, the country prior to the ilation and distinctiveness
citizenship, and the question Civil War, giving rise to a WXT-6: Explain how argu-
of extending and protecting major, often violent nativist ments about market capital-
rights for various groups movement that was strongly ism, the growth of corporate
of U.S. inhabitants. anti-Catholic and aimed at power, and government poli-
cies influenced economic poli-
limiting immigrants’ cultural cies from the late 18th centrury
influence and political through the early 20th century
and economic power. PEO-2: Explain how changes
B) Asian, African American, the 19th and 20th centuries
and white peoples sought altered the ethnic and social
makeup of the U.S. population
new economic opportunities
or religious refuge in the PEO-5: Explain how free
and forced migration to
West, efforts that were and within different parts of
boosted during and after North America caused re-
the Civil War with the gional development, cultural
passage of new legislation diversity and blending, and
promoting national political and social conflicts
economic development.
both internal and interna-
tional migration on changes
C) As the territorial boundaries to urban life, cultural devel-
of the United States opments, labor issues, and
expanded and the migrant reform movements from the
population increased, U.S. mid-19th century through
government interaction and
conflict with Hispanics and POL-6: Analyze how debates
American Indians increased, as democracy, freedom, and
altering these groups’ citizenship) and the extension
cultures and ways of life of American ideals abroad
and raising questions about contributed to the ideolog-
their status and legal rights. ical clashes and military
conflicts of the 19th century
and the early 20th century

Period 5: 1844–1877
Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over Thematic Learning Objectives
slavery and other economic, cultural, and political issues led the nation into civil war. ID-5: Analyze the role of
economic, political, social, and
I. The institution of slavery A) The North’s expanding
and its attendant ideological economy and its increasing
debates, along with reliance on a free-labor States from the colonial period
regional economic and manufacturing economy through the 19th century
demographic changes, contrasted with the South’s POL-3: Explain how activist
territorial expansion in dependence on an economic groups and reform movements,
the 1840s and 1850s, and system characterized by such as antebellum reformers,
cultural differences between slave-based agriculture and civil rights activists, and
the North and the South, all slow population growth. social conservatives, have
intensified sectionalism. caused changes to state
institutions and U.S. society
POL-5: Analyze how
B) Abolitionists, although and interpretation of the
a minority in the North, Constitution have affected
mounted a highly visible U.S. politics since 1787
campaign against slavery, POL-6: Analyze how debates
adopting strategies of over political values (such
resistance ranging from as democracy, freedom, and
fierce arguments against the citizenship) and the extension
institution and assistance of American ideals abroad
in helping slaves escape to contributed to the ideological
willingness to use violence
to achieve their goals. the early 20th century
C) States’ rights, nullification,
and racist stereotyping movements in the late 18th
provided the foundation century and the 19th century
for the Southern defense of
CUL-6: Analyze the role of
slavery as a positive good. culture and the arts in 19th- and
20th-century movements for
social and political change

Period 5: 1844–1877
II. Repeated attempts at A) National leaders made Thematic Learning Objectives

political compromise failed a variety of proposals to
to calm tensions over resolve the issue of slavery
slavery and often made in the territories, including of international migrants in
sectional tensions worse, the Compromise of 1850, the 19th and 20th centuries
breaking down the trust the Kansas–Nebraska Act, altered the ethnic and social
between sectional leaders and the Dred Scott decision, makeup of the U.S. population
and culminating in the but these ultimately failed
PEO-5: Explain how free
bitter election of 1860, to reduce sectional conflict. and forced migration to
followed by the secession and within different parts
of southern states. of North America caused
regional development, cultural
diversity and blending, and
B) The second party system political and social conflicts
ended when the issues of through the 19th century
slavery and anti-immigrant
nativism weakened
loyalties to the two major as democracy, freedom, and
parties and fostered the citizenship) and the extension
emergence of sectional of American ideals abroad
parties, most notably the contributed to the ideological
Republican Party in the clashes and military conflicts
North and the Midwest. of the 19th century and
ID-5: Analyze the role of

C) Lincoln’s election on a of regional identities in what
free soil platform in the would become the United
election of 1860 led various States from the colonial period
Southern leaders to through the 19th century
conclude that their states
must secede from the Union,
precipitating civil war.

Period 5: 1844–1877
Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of the Thematic Learning Objectives
South settled the issues of slavery and secession, but left unresolved many questions about POL-5: Analyze how
the power of the federal government and citizenship rights. and interpretation of the
I. The North’s greater A) Both the Union and the U.S. politics since 1787
manpower and industrial Confederacy mobilized their
resources, its leadership, economies and societies CUL-2: Analyze how emerging
and the decision for to wage the war even conceptions of national
emancipation eventually led while facing considerable
to the Union military victory home front opposition. gender roles, and cultural
over the Confederacy in movements in the late 18th
the devastating Civil War. century and the 19th century
B) Lincoln’s decision to ENV-3: Analyze the role

issue the Emancipation of environmental factors
in contributing to regional
Proclamation changed the
economic and political
purpose of the war, enabling identities in the 19th century,
many African Americans and how they affected
to fight in the Union Army, conflicts such as the American
and helping prevent the Revolution and the Civil War
Confederacy from gaining
full diplomatic support
from European powers.
C) Although Confederate
leadership showed initiative
and daring early in the
war, the Union ultimately
succeeded due to improved
military leadership, more
effective strategies, key
victories, greater resources,
and the wartime destruction
of the South’s environment
and infrastructure.

Period 5: 1844–1877
II. T
he Civil War and A) The 13th Amendment Thematic Learning Objectives
Reconstruction altered abolished slavery,
POL-5: Analyze how
power relationships between bringing about the war’s
the states and the federal most dramatic social and and interpretation of the
government and among the economic change, but Constitution have affected
executive, legislative, and the exploitative and soil- U.S. politics since 1787
judicial branches, ending intensive sharecropping
slavery and the notion of a system endured for
divisible union, but leaving several generations. as democracy, freedom, and
unresolved questions citizenship) and the extension
of relative power and of American ideals abroad
largely unchanged social contributed to the ideological
and economic patterns. clashes and military conflicts
B) Efforts by radical and ID-5: Analyze the role of

moderate Republicans to economic, political, social, and
reconstruct the defeated ethnic factors on the formation
South changed the balance
of power between Congress States from the colonial period
and the presidency and through the 19th century
yielded some short-term
successes, reuniting the
union, opening up political
opportunities and other
leadership roles to former
slaves, and temporarily
rearranging the relationships
between white and black
people in the South.

Period 5: 1844–1877
III. The constitutional changes A) Although citizenship, Thematic Learning Objectives

of the Reconstruction period equal protection of the
embodied a Northern laws, and voting rights
idea of American identity were granted to African expansion, the Civil War, and
and national purpose and Americans in the 14th and industrialization on popular
led to conflicts over new 15th Amendments, these beliefs about progress and
definitions of citizenship, rights were progressively the national destiny of the
particularly regarding stripped away through U.S. in the 19th century
the rights of African segregation, violence, POL-6: Analyze how debates
Americans, women, Supreme Court decisions, over political values (such
and other minorities. and local political tactics. as democracy, freedom, and
B) The women’s rights the early 20th century
movement was both
emboldened and
divided over the 14th
and 15th Amendments
to the Constitution.
C) The Civil War Amendments

established judicial
principles that were stalled
for many decades but
eventually became the
basis for court decisions
upholding civil rights.

1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–Present
Period 6: 1865–1898
The transformation of the United States from an agricultural to an

increasingly industrialized and urbanized society brought about
significant economic, political, diplomatic, social, environmental,
and cultural changes.

Period 6: 1865–1898
Key Concept 6.1: The rise of big business in the United States encouraged massive migrations Thematic Learning Objectives
and urbanization, sparked government and popular efforts to reshape the U.S. economy and WXT-3: Explain how changes
in transportation, technology,
environment, and renewed debates over U.S. national identity. and the integration of the
U.S. economy into world
I. Large-scale production — A) Following the Civil War, markets have influenced U.S.
accompanied by massive government subsidies society since the Gilded Age
technological change, for transportation and
expanding international communication systems WXT-6: Explain how
communication networks, opened new markets in
capitalism, the growth
and pro-growth government North America, while of corporate power, and
policies — fueled the technological innovations government policies influenced
development of a “Gilded and redesigned financial economic policies from the
Age” marked by an and management structures late 18th century through
emphasis on consumption, such as monopolies sought the early 20th century
marketing, and business to maximize the exploitation
consolidation. of natural resources and WOR-3: Explain how the
growing interconnection
a growing labor force.
of the U.S. with worldwide
economic, labor, and migration
systems affected U.S. society
since the late 19th century
CUL-3: Explain how cultural

B) Businesses and foreign values and artistic expression
policymakers increasingly changed in response
to the Civil War and the
looked outside U.S. borders
postwar industrialization
in an effort to gain greater
of the United States
influence and control
over markets and natural CUL-5: Analyze ways that
resources in the Pacific, philosophical, moral, and
Asia, and Latin America. scientific ideas were used
to defend and challenge
the dominant economic
and social order in the

Period 6: 1865–1898
C) Business leaders Thematic Learning Objectives

consolidated corporations
WXT-3: Explain how changes
into trusts and holding
companies and defended and the integration of the
their resulting status and U.S. economy into world
privilege through theories markets have influenced U.S.
such as Social Darwinism. society since the Gilded Age
WXT-6: Explain how

of corporate power, and
government policies influenced
economic policies from the
late 18th century through
WOR-3: Explain how the

D) As cities grew substantially of the U.S. with worldwide
in both size and in number, economic, labor, and migration
some segments of American systems affected U.S. society
society enjoyed lives of since the late 19th century
extravagant “conspicuous
consumption,” while
values and artistic expression
many others lived in changed in response
relative poverty. to the Civil War and the

scientific ideas were used

Period 6: 1865–1898
II. A
s leaders of big A) The industrial workforce Thematic Learning Objectives
business and their allies expanded through migration
in government aimed across national borders
to create a unified and internal migration, developed, persisted, and
industrialized nation, they leading to a more diverse changed since 1800 and how
were challenged in different workforce, lower wages, and events such as the Civil War
ways by demographic an increase in child labor. and industrialization shaped
issues, regional differences, U.S. society and workers’ lives
and labor movements. WXT-6: Explain how
of corporate power, and
government policies influenced
economic policies from the
B) Labor and management late 18th century through
battled for control over the early 20th century
wages and working
WXT-7: Compare the beliefs
conditions, with workers and strategies of movements
organizing local and advocating changes to the
national unions and/ U.S. economic system since
or directly confronting industrialization, particularly
corporate power. the organized labor, Populist,
and Progressive movements

C) Despite the industrialization migration on changes to urban
of some segments of the
labor issues, and reform
southern economy, a change movements from the
promoted by southern mid-19th century through
leaders who called for a the mid-20th century
“New South,” agrarian
sharecropping, and tenant ID-5: Analyze the role of
farming systems continued
to dominate the region. of regional identities in what

Period 6: 1865–1898
III. Westward migration, A) Government agencies Thematic Learning Objectives

new systems of farming and conservationist
ENV-5: Explain how and why
and transportation, and organizations contended debates about and policies
economic instability with corporate interests concerning the use of natural
led to political and about the extension of resources and the environment
popular conflicts. public control over natural more generally have changed
resources, including since the late 19th century
land and water. WXT-5: Explain how and why
B) Farmers adapted to the developed, persisted, and
changed since 1800 and how
new realities of mechanized
events such as the Civil War
agriculture and dependence and industrialization shaped
on the evolving railroad U.S. society and workers’ lives
system by creating local WXT-7: Compare the beliefs
and regional organizations and strategies of movements
that sought to resist advocating changes to the
corporate control of U.S. economic system since
agricultural markets. industrialization, particularly
the organized labor, Populist,
C) The growth of corporate
power in agriculture and POL-3: Explain how activist
groups and reform movements,
economic instability in the
such as antebellum reformers,
farming sector inspired civil rights activists, and
activists to create the social conservatives, have
People’s (Populist) Party, caused changes to state
which called for political institutions and U.S. society
reform and a stronger PEO-3: Analyze the causes
governmental role in the and effects of major internal
American economic system. migration patterns such as
urbanization, suburbanization,
D) Business interests battled the Great Migration in the
conservationists as the latter 19th and 20th centuries
sought to protect sections PEO-5: Explain how free and
of unspoiled wilderness forced migration to and within
through the establishment different parts of North America
of national parks and caused regional development,
other conservationist and cultural diversity and blending,
preservationist measures. and political and social conflicts

Period 6: 1865–1898
Key Concept 6.2: The emergence of an industrial culture in the United States led to both Thematic Learning Objectives
greater opportunities for, and restrictions on, immigrants, minorities, and women. ID-6: Analyze how migration
I. International and internal A) Increased migrations from within, the United States
migrations increased Asia and from southern have influenced the
both urban and rural and eastern Europe, as
identities and conflicts
populations, but gender, well as African American
over ethnic assimilation
racial, ethnic, religious, and migrations within and out of and distinctiveness
socioeconomic inequalities the South, accompanied the
abounded, inspiring some mass movement of people PEO-2: Explain how changes
reformers to attempt to into the nation’s cities and in the numbers and sources
address these inequities. the rural and boomtown
areas of the West. altered the ethnic and social

B) Cities dramatically PEO-6: Analyze the role of

reflected divided social
migration on changes to urban
conditions among classes,
races, ethnicities, and labor issues, and reform
cultures, but presented movements from the
economic opportunities mid-19th century through
as factories and new the mid-20th century
businesses proliferated.
POL-3: Explain how
activist groups and reform
movements, such as
social conservatives, have
caused changes to state

Period 6: 1865–1898
C) Immigrants sought both Thematic Learning Objectives

to “Americanize” and to
maintain their unique
identities; along with within, the United States
others, such as some have influenced the
African Americans and growth of racial and ethnic
women, they were able identities and conflicts
to take advantage of new over ethnic assimilation
career opportunities even and distinctiveness
in the face of widespread PEO-2: Explain how changes
social prejudices. in the numbers and sources

D) In an urban atmosphere urbanization, suburbanization,
where the access to power westward movement, and
was unequally distributed, the Great Migration in the
political machines provided
social services in exchange PEO-6: Analyze the role of
for political support, both internal and international
settlement houses helped migration on changes to urban
immigrants adapt to the life, cultural developments,
new language and customs, labor issues, and reform
movements from the
and women’s clubs and
self-help groups targeted the mid-20th century
intellectual development and
social and political reform. POL-3: Explain how
movements, such as

Period 6: 1865–1898
II. As transcontinental A) Post–Civil War migration Thematic Learning Objectives

railroads were completed, to the American West,
bringing more settlers west, encouraged by economic
U.S. military actions, the opportunities and warfare had on the American
destruction of the buffalo, government policies, caused Indian population after
the confinement of American the federal government contact with Europeans
Indians to reservations, to violate treaties with
and assimilationist policies American Indian nations in
debates about and policies
reduced the number order to expand the amount concerning the use of natural
of American Indians of land available to settlers. resources and the environment
and threatened native more generally have changed
culture and identity. since the late 19th century

B) The competition for land citizenship) and the extension
in the West among white
settlers, Indians, and
Mexican Americans led to an of the 19th century and
increase in violent conflict. the early 20th century
C) The U.S. government

generally responded to
American Indian resistance
with military force,
eventually dispersing tribes
onto small reservations and
hoping to end American
Indian tribal identities
through assimilation.

Period 6: 1865–1898
Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in Thematic Learning Objectives
tandem with political debates over economic and social policies. POL-6: Analyze how debates
I. G
ilded Age politics were A) Corruption in government as democracy, freedom, and
intimately tied to big — especially as it related to citizenship) and the extension
business and focused big business — energized
nationally on economic the public to demand clashes and military conflicts
issues — tariffs, currency, increased popular control of the 19th century and
corporate expansion, and and reform of local, state, the early 20th century
laissez-faire economic and national governments,
policy — that engendered ranging from minor changes
numerous calls for reform. to major overhauls of
the capitalist system.
B) Increasingly prominent
racist and nativist theories,
along with Supreme Court
decisions such as Plessy
v. Ferguson, were used
to justify violence, as
well as local and national
policies of discrimination
and segregation.

Period 6: 1865–1898
II. New cultural and intellectual A) Cultural and intellectual Thematic Learning Objectives
movements both buttressed arguments justified the
and challenged the social success of those at the top of
order of the Gilded Age. the socioeconomic structure expansion, the Civil War, and
as both appropriate and industrialization on popular
inevitable, even as some beliefs about progress and
leaders argued that the the national destiny of the
wealthy had some obligation U.S. in the 19th century
to help the less fortunate. CUL-3: Explain how cultural
values and artistic expression
changed in response
B) A number of critics CUL-5: Analyze ways that
challenged the dominant philosophical, moral, and
corporate ethic in the United scientific ideas were used
States and sometimes to defend and challenge
capitalism itself, offering the dominant economic
alternate visions of the good and social order in the
society through utopianism 19th and 20th centuries
and the Social Gospel. CUL-6: Analyze the role of
culture and the arts in 19th-
and 20th-century movements
for social and political change
C) Challenging their prescribed

“place,” women and
African American activists
articulated alternative
visions of political, social,
and economic equality.

1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–Present
Period 7: 1890–1945
An increasingly pluralistic United States faced profound domestic

and global challenges, debated the proper degree of government
activism, and sought to define its international role.

Period 7: 1890–1945
Key Concept 7.1: Governmental, political, and social organizations struggled to address the Thematic Learning Objectives
effects of large-scale industrialization, economic uncertainty, and related social changes such WOR-3: Explain how the
as urbanization and mass migration. of the U.S. with worldwide
I. The continued growth A) Large corporations came systems affected U.S. society
and consolidation of large to dominate the U.S. since the late 19th century
corporations transformed economy as it increasingly
ID-7: Analyze how changes
American society and focused on the production
in class identity and
the nation’s economy, of consumer goods, driven gender roles have related
promoting urbanization and by new technologies and to economic, social, and
economic growth, even as manufacturing techniques. cultural transformations
business cycle fluctuations since the late 19th century
became increasingly severe.
WXT-3: Explain how changes
and the integration of the
B) The United States continued U.S. economy into world
its transition from a rural, markets have influenced U.S.
agricultural society to society since the Gilded Age
an urban, industrial one,
offering new economic WXT-5: Explain how and why
opportunities for women,
developed, persisted, and
internal migrants, and changed since 1800 and how
international migrants events such as the Civil War
who continued to flock and industrialization shaped
to the United States. U.S. society and workers’ lives
POL-3: Explain how

movements, such as
C) Even as economic growth antebellum reformers,
continued, episodes of civil rights activists, and
credit and market instability, social conservatives, have
most critically the Great caused changes to state
Depression, led to calls for institutions and U.S. society
the creation of a stronger
financial regulatory system.

Period 7: 1890–1945
II. Progressive reformers A) In the late 1890s and the Thematic Learning Objectives
responded to economic early years of the 20th
WXT-6: Explain how arguments
instability, social century, journalists and
about market capitalism, the
inequality, and political Progressive reformers —
growth of corporate power,
corruption by calling for largely urban and middle and government policies in-
government intervention class, and often female fluenced economic policies
in the economy, expanded — worked to reform from the late 18th century
democracy, greater social existing social and political through the early 20th century
justice, and conservation institutions at the local, WXT-7: Compare the beliefs
of natural resources. state, and federal levels by and strategies of movements
creating new organizations advocating changes to the
aimed at addressing social U.S. economic system since
problems associated with industrialization, particularly
an industrial society.
WXT-8: Explain how and
why the role of the federal
government in regulating
economic life and the envi-
ronment has changed since
POL-3: Explain how activist
groups and reform move-
ments, such as antebellum
B) Progressives promoted reformers, civil rights activ-
ists, and social conservatives,
federal legislation
have caused changes to state
to regulate abuses institutions and U.S. society
of the economy and
the environment,
and many sought to concerning the use of natural
expand democracy. resources and the environment
more generally have changed
CUL-5: Analyze ways that phil-
osophical, moral, and scientific
ideas were used to defend
and challenge the dominant
economic and social order in

Period 7: 1890–1945
III. National, state, and local A) The liberalism of President Thematic Learning Objectives
reformers responded Franklin Roosevelt’s New
WXT-8: Explain how and
to economic upheavals, Deal drew on earlier
why the role of the federal
laissez-faire capitalism, and progressive ideas and
government in regulating
the Great Depression by represented a multifaceted economic life and the envi-
transforming the U.S. into approach to both the ronment has changed since
a limited welfare state. causes and effects of the end of the 19th century
the Great Depression, POL-2: Explain how and why
using government major party systems and
power to provide relief political alignments arose
to the poor, stimulate and have changed from the
recovery, and reform the early Republic through the
American economy. end of the 20th century
POL-4: Analyze how and

why the New Deal, the Great
B) Radical, union, and Society, and the modern
populist movements conservative movement
pushed Roosevelt toward all sought to change the
more extensive reforms, federal government’s role
even as conservatives in in U.S. political, social,
Congress and the Supreme and economic life
Court sought to limit the ID-3: Analyze how U.S.
New Deal’s scope. involvement in international
crises such as the Spanish
American War, World
C) Although the New Deal did Wars I and II, the Great
not completely overcome Depression, and the Cold War
the Depression, it left a influenced public debates
about American national
legacy of reforms and
identity in the 20th century
agencies that endeavored to
make society and individuals CUL-5: Analyze ways that
more secure, and it helped philosophical, moral, and
foster a long-term political scientific ideas were used
realignment in which many to defend and challenge
ethnic groups, African
Americans, and working- 19th and 20th centuries
class communities identified
with the Democratic Party.

Period 7: 1890–1945
Key Concept 7.2: A revolution in communications and transportation technology helped to Thematic Learning Objectives
create a new mass culture and spread “modern” values and ideas, even as cultural conflicts ID-6: Analyze how migration
between groups increased under the pressure of migration, world wars, and economic distress. patterns to, and migration
have influenced the
I. N
ew technologies led to A) New technologies
social transformations contributed to improved identities and conflicts
that improved the standards of living, greater over ethnic assimilation
standard of living for personal mobility, and better and distinctiveness
many, while contributing communications systems.
ID-8: Explain how civil
to increased political
rights activism in the 20th
and cultural conflicts. B) Technological change, century affected the growth
modernization, and chang- of African American and
ing demographics led to other identity-based political
increased political and and social movements
cultural conflict on several
fronts: tradition versus inno-
vation, urban versus rural, developed, persisted, and
fundamentalist Christianity changed since 1800 and how
versus scientific modern- events such as the Civil War
ism, management versus and industrialization shaped
labor, native-born versus U.S. society and workers’ lives
new immigrants, white
versus black, and idealism values and artistic expression
versus disillusionment. changed in response
C) The rise of an urban, indus- postwar industrialization
trial society encouraged the of the United States
development of a variety of
cultural expressions for mi- culture and the arts in 19th-
grant, regional, and African and 20th-century movements
American artists (expressed for social and political change
most notably in the Harlem
Renaissance movement); CUL-7: Explain how and why
“modern” cultural values and
it also contributed to na-
popular culture have grown
tional culture by making since the early 20th century
shared experiences more and how they have affected
possible through art, cine- American politics and society
ma, and the mass media.

Period 7: 1890–1945
II. The global ramifications A) World War I created a Thematic Learning Objectives
of World War I and repressive atmosphere
wartime patriotism and for civil liberties, resulting
xenophobia, combined in official restrictions on
with social tensions freedom of speech. influenced the growth of ra-
created by increased cial and ethnic identities and
international migration, conflicts over ethnic assim-
resulted in legislation ilation and distinctiveness
restricting immigration from WOR-4: Explain how the
Asia and from southern U.S. involvement in global
and eastern Europe. conflicts in the 20th cen-
tury set the stage for do-
mestic social changes
B) As labor strikes and racial PEO-2: Explain how changes
strife disrupted society, in the numbers and sources
the immediate postwar of international migrants in
period witnessed the the 19th and 20th centuries
first “Red Scare,” which altered the ethnic and social
legitimized attacks on
radicals and immigrants. PEO-6: Analyze the role of
both internal and interna-
tional migration on changes
to urban life, cultural devel-
opments, labor issues, and
reform movements from the
C) Several acts of Congress PEO-7: Explain how and
established highly restrictive why debates over immigra-
tion to the United States
immigration quotas, while
have changed since the
national policies continued
turn of the 20th century
to permit unrestricted
immigration from nations WXT-6: Explain how argu-
ments about market capital-
in the Western Hemisphere,
ism, the growth of corporate
especially Mexico, in power, and government poli-
order to guarantee an cies influenced economic poli-
inexpensive supply of labor. cies from the late 18th century
through the early 20th century

Period 7: 1890–1945
III. Economic dislocations, A) Although most African Thematic Learning Objectives

social pressures, and the Americans remained in
economic growth spurred the South despite legalized
by World Wars I and II segregation and racial within, the United States
led to a greater degree violence, some began a have influenced the
of migration within the “Great Migration” out of growth of racial and ethnic
United States, as well as the South to pursue new identities and conflicts
migration to the United economic opportunities over ethnic assimilation
States from elsewhere in offered by World War I. and distinctiveness
the Western Hemisphere.
century affected the growth
of African American and
other identity-based political
and social movements
B) Many Americans migrated
during the Great Depression, PEO-3: Analyze the causes
often driven by economic and effects of major internal
difficulties, and during migration patterns such as
World Wars I and II, as urbanization, suburbanization,
a result of the need for
wartime production labor.
WOR-4: Explain how

global conflicts in the 20th
C) Many Mexicans,
drawn to the U.S. by
economic opportunities,
faced ambivalent
government policies in
the 1930s and 1940s.

Period 7: 1890–1945
Key Concept 7.3: Global conflicts over resources, territories, and ideologies renewed debates Thematic Learning Objectives
over the nation’s values and its role in the world, while simultaneously propelling the United WOR-6: Analyze the major
States into a dominant international military, political, cultural, and economic position. aspects of domestic debates
over U.S. expansionism
in the 19th century and
I. Many Americans began A) The perception in the 1890s
to advocate overseas that the western frontier
expansionism in the late was “closed,” economic WOR-7: Analyze the goals of
19th century, leading to new motives, competition with U.S. policymakers in major
territorial ambitions and other European imperialist international conflicts, such
as the Spanish-American
acquisitions in the Western ventures of the time, and
War, World Wars I and II, and
Hemisphere and the Pacific. racial theories all furthered
the Cold War, and explain
arguments that Americans how U.S. involvement in
were destined to expand these conflicts has altered
their culture and norms to the U.S. role in world affairs
others, especially the non-
white nations of the globe.
concerning the use of natural
B) The American victory in the resources and the environment
Spanish-American War led to more generally have changed
the U.S. acquisition of island since the late 19th century
territories, an expanded POL-6: Analyze how debates
economic and military pres- over political values (such
ence in the Caribbean and as democracy, freedom, and
Latin America, engagement citizenship) and the extension
in a protracted insurrection of American ideals abroad
in the Philippines, and in- contributed to the ideological
creased involvement in Asia.
C) Questions about America’s
role in the world generat-
ed considerable debate,
prompting the development
of a wide variety of views
and arguments between
imperialists and anti-impe-
rialists and, later, interven-
tionists and isolationists.

Period 7: 1890–1945
II. World War I and its aftermath A) After initial neutrality in Thematic Learning Objectives
intensified debates about World War I the nation
WOR-4: Explain how
the nation’s role in the world entered the conflict,
and how best to achieve departing from the U.S.
national security and pursue foreign policy tradition of century set the stage for
American interests. noninvolvement in European domestic social changes
affairs in response to
Woodrow Wilson’s call for WOR-7: Analyze the goals of
the defense of humanitarian
international conflicts, such
and democratic principles.
B) Although the American how U.S. involvement in
Expeditionary Force played these conflicts has altered
the U.S. role in world affairs
a relatively limited role
in the war, Wilson was ID-3: Analyze how U.S.
heavily involved in postwar involvement in international
negotiations, resulting in crises such as the Spanish
the Treaty of Versailles and American War, World
the League of Nations, Wars I and II, the Great
Depression, and the Cold War
both of which generated
influenced public debates
substantial debate within about American national
the United States. identity in the 20th century

C) In the years following World as democracy, freedom, and
War I, the United States citizenship) and the extension
pursued a unilateral foreign of American ideals abroad
policy that used international contributed to the ideological
investment, peace treaties, clashes and military conflicts
and select military
intervention to promote a
vision of international order,
even while maintaining
U.S. isolationism, which
continued to the late 1930s.

Period 7: 1890–1945
III. The involvement of the A) The mass mobilization of Thematic Learning Objectives
United States in World American society to supply
troops for the war effort and WOR-4: Explain how
War II, while opposed by
a workforce on the home the U.S. involvement in
most Americans prior to
front ended the Great De- global conflicts in the 20th
the attack on Pearl Harbor, century set the stage for
pression and provided op-
vaulted the United States portunities for women and domestic social changes
into global political and minorities to improve their
military prominence, and WOR-7: Analyze the goals of
socioeconomic positions.
transformed both American
society and the relationship
between the United States B) Wartime experiences, such War, World Wars I and II, and
and the rest of the world. as the internment of Japa- the Cold War, and explain
nese Americans, challenges how U.S. involvement in
to civil liberties, debates these conflicts has altered
over race and segregation, the U.S. role in world affairs
and the decision to drop the
atomic bomb raised ques- ID-3: Analyze how U.S.
tions about American values. involvement in international
crises such as the Spanish
American War, World
C) The United States and its al- Wars I and II, the Great
lies achieved victory over the Depression, and the Cold War
Axis powers through a com- influenced public debates
bination of factors, including about American national
allied political and military identity in the 20th century
cooperation, industrial pro-
duction, technological and ID-6: Analyze how migration
scientific advances, and patterns to, and migration
popular commitment to ad- within, the United States
vancing democratic ideals. have influenced the
identities and conflicts
D) The dominant American over ethnic assimilation
role in the Allied victory and and distinctiveness
postwar peace settlements,
combined with the war- POL-5: Analyze how
ravaged condition of Asia arguments over the meaning
and Europe, allowed the and interpretation of the
United States to emerge Constitution have affected U.S.
from the war as the most politics since 1787
powerful nation on earth.

1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–Present
Period 8: 1945–1980
After World War II, the United States grappled with prosperity and
unfamiliar international responsibilities, while struggling to live up
to its ideals.

Period 8: 1945–1980
Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by Thematic Learning Objectives
asserting and attempting to defend a position of global leadership, with far-reaching domestic WOR-4: Explain how
and international consequences. the U.S. involvement in
I. After World War II, the United A) The United States developed
States sought to stem the a foreign policy based on
growth of Communist collective security and WOR-7: Analyze the goals of
military power and a multilateral economic U.S. policymakers in major
ideological influence, create framework that bolstered international conflicts, such
a stable global economy, non-Communist nations.
and build an international
security system. how U.S. involvement in
these conflicts has altered
WOR-8: Explain how U.S.

B) The United States sought military and economic
to “contain” Soviet- involvement in the developing
dominated communism world and issues such as
through a variety of terrorism and economic
measures, including globalization have changed
military engagements U.S. foreign policy goals since
in Korea and Vietnam. the middle of the 20th century
C) The Cold War fluctuated

between periods of
direct and indirect
military confrontation
and periods of mutual
coexistence (or détente).

Period 8: 1945–1980
II. A
s the United States A) Postwar decolonization Thematic Learning Objectives
focused on containing and the emergence of
communism, it faced powerful nationalist
increasingly complex foreign movements in Asia, Africa, concerning the use of natural
policy issues, including and the Middle East led resources and the environment
decolonization, shifting both sides in the Cold War more generally have changed
international alignments to seek allies among new since the late 19th century
and regional conflicts, nations, many of which
and global economic and remained nonaligned. growing interconnection
environmental changes. of the U.S. with worldwide
systems affected U.S. society
B) Cold War competition WOR-7: Analyze the goals of

extended to Latin America, U.S. policymakers in major
where the U.S. supported
non-Communist regimes War, World Wars I and II, and
with varying levels of the Cold War, and explain
commitment to democracy. how U.S. involvement in

military and economic
involvement in the developing
world and issues such as
C) Ideological, military, terrorism and economic
and economic concerns globalization have changed
shaped U.S. involvement U.S. foreign policy goals since
in the Middle East, with the middle of the 20th century
several oil crises in the
region eventually sparking
attempts at creating a
national energy policy.

Period 8: 1945–1980
III. Cold War policies led to A) Americans debated policies Thematic Learning Objectives
continued public debates and methods designed
over the power of the to root out Communists
federal government, within the United States crises such as the Spanish
acceptable means for even as both parties tended American War, World
pursuing international and to support the broader Wars I and II, the Great
domestic goals, and the Cold War strategy of Depression, and the Cold War
proper balance between containing communism. influenced public debates
liberty and order. about American national
identity in the 20th century

over civil rights and civil
liberties have influenced
B) Although the Korean conflict
political life from the early
produced some minor 20th century through
domestic opposition, the the early 21st century
Vietnam War saw the rise
of sizable, passionate, WOR-4: Explain how
and sometimes violent the U.S. involvement in
antiwar protests that
became more numerous domestic social changes
as the war escalated.
C) Americans debated the and social order in the
merits of a large nuclear 19th and 20th centuries
arsenal, the “military-
industrial complex,” and
the appropriate power
of the executive branch
in conducting foreign
and military policy.

Period 8: 1945–1980
Key Concept 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy Thematic Learning Objectives
of governmental and especially federal power to achieve social goals at home, reached its apex ID-8: Explain how civil
in the mid-1960s and generated a variety of political and cultural responses. century affected the growth
I. Seeking to fulfill A) Following World War II, other identity-based political
Reconstruction-era civil rights activists utilized and social movements
promises, civil rights a variety of strategies —
activists and political leaders legal challenges, direct POL-3: Explain how
achieved some legal and action, and nonviolent
movements, such as
political successes in ending protest tactics — to combat antebellum reformers,
segregation, although racial discrimination. civil rights activists, and
progress toward equality social conservatives, have
was slow and halting. caused changes to state
B) Decision-makers in each POL-4: Analyze how and
of the three branches of why the New Deal, the Great
the federal government Society, and the modern
used measures including conservative movement
desegregation of the all sought to change the
armed services, Brown federal government’s role
v. Board of Education, in U.S. political, social,
and economic life
and the Civil Rights
Act of 1964 to promote POL-7: Analyze how debates
greater racial justice. over civil rights and civil
political life from the early
20th century through
C) Continuing white the early 21st century
resistance slowed efforts at
desegregation, sparking a
series of social and political
crises across the nation,
while tensions among civil
rights activists over tactical
and philosophical issues
increased after 1965.

Period 8: 1945–1980
II. Stirred by a growing A) Activists began to question Thematic Learning Objectives

awareness of inequalities society’s assumptions
POL-3: Explain how
in American society and about gender and to call
by the African American for social and economic movements, such as
civil rights movement, equality for women and antebellum reformers,
activists also addressed for gays and lesbians. civil rights activists, and
issues of identity and social social conservatives, have
justice, such as gender/ caused changes to state
sexuality and ethnicity. institutions and U.S. society

century affected the growth
B) Latinos, American Indians, other identity-based political
and Asian Americans began and social movements
to demand social and
economic equality and a
redress of past injustices.
C) Despite the perception

of overall affluence in
postwar America, advocates
raised awareness of the
prevalence and persistence
of poverty as a national
problem, sparking efforts
to address this issue.

Period 8: 1945–1980
III. As many liberal principles A) Liberalism reached its zenith Thematic Learning Objectives
came to dominate postwar with Lyndon Johnson’s
politics and court decisions, Great Society efforts to use
liberalism came under federal power to end racial political alignments arose
attack from the left as discrimination, eliminate and have changed from the
well as from resurgent poverty, and address other early Republic through the
conservative movements. social issues while attacking end of the 20th century
communism abroad.
POL-5: Analyze how
B) Liberal ideals were realized U.S. politics since 1787
in Supreme Court decisions
that expanded democracy over civil rights and civil
and individual freedoms, liberties have influenced
Great Society social political life from the early
programs and policies, and 20th century through
the power of the federal the early 21st century
government, yet these
unintentionally helped
energize a new conservative
movement that mobilized
to defend traditional visions
of morality and the proper
role of state authority.
C) Groups on the left also

assailed liberals, claiming
they did too little to
transform the racial and
economic status quo
at home and pursued
immoral policies abroad.

Period 8: 1945–1980
Key Concept 8.3: Postwar economic, demographic, and technological changes had a far- Thematic Learning Objectives
reaching impact on American society, politics, and the environment. WXT-3: Explain how changes
I. R
apid economic and social A) A burgeoning private and the integration of the
changes in American sector, continued federal U.S. economy into world
markets have influenced U.S.
society fostered a sense of spending, the baby
society since the Gilded Age
optimism in the postwar boom, and technological
years, as well as underlying developments helped spur WXT-5: Explain how and why
concerns about how these economic growth, middle- different labor systems have
changes were affecting class suburbanization, social developed, persisted, and
American values. mobility, a rapid expansion changed since 1800 and how
events such as the Civil War
of higher education, and the
and industrialization shaped
rise of the “Sun Belt” as a U.S. society and workers’ lives
political and economic force.
B) These economic and social the dominant economic
changes, in addition to and social order in the
the anxiety engendered 19th and 20th centuries
by the Cold War, led to an
increasingly homogeneous CUL-6: Analyze the role of
culture and the arts in 19th-
mass culture, as well as
and 20th-century movements
challenges to conformity for social and political change
by artists, intellectuals,
and rebellious youth.
C) Conservatives, fearing
juvenile delinquency, urban
unrest, and challenges
to the traditional family,
increasingly promoted their
own values and ideology.

Period 8: 1945–1980
II. As federal programs A) Internal migrants as well Thematic Learning Objectives

expanded and economic as migrants from around
growth reshaped American the world sought access
society, many sought to the economic boom within, the United States
greater access to prosperity and other benefits of the have influenced the
even as critics began to United States, especially growth of racial and ethnic
question the burgeoning after the passage of new identities and conflicts
use of natural resources. immigration laws in 1965. over ethnic assimilation
and distinctiveness

PEO-7: Explain how and why

debates over immigration
B) Responding to the abuse of to the United States have
natural resources and the changed since the turn
alarming environmental of the 20th century
problems, activists and
legislators began to call for
conservation measures and
a fight against pollution.

Period 8: 1945–1980
III. New demographic and A) Although the image of Thematic Learning Objectives
social issues led to the traditional nuclear
ID-7: Analyze how changes
significant political and family dominated popular
in class identity and
moral debates that sharply perceptions in the postwar gender roles have related
divided the nation. era, the family structure of to economic, social, and
Americans was undergoing cultural transformations
profound changes as the since the late 19th century
number of working women
POL-5: Analyze how
increased and many social arguments over the meaning
attitudes changed. and interpretation of the

B) Young people who culture and the arts in 19th-
participated in the and 20th-century movements
counterculture of the for social and political change
1960s rejected many of
CUL-7: Explain how and why
the social, economic, “modern” cultural values and
and political values of popular culture have grown
their parents’ generation, since the early 20th century
initiated a sexual revolution, and how they have affected
and introduced greater American politics and society
informality into U.S. culture.
C) Conservatives and liberals

clashed over many new
social issues, the power
of the presidency and the
federal government, and
movements for greater
individual rights.

1491–1607 1607–1754 1754–1800 1800–1848 1844–1877 1865–1898 1890–1945 1945–1980 1980–PRESENT
Period 9: 1980–PRESENT
As the United States transitioned to a new century filled with

challenges and possibilities, it experienced renewed ideological
and cultural debates, sought to redefine its foreign policy, and
adapted to economic globalization and revolutionary changes in
science and technology.

Key Concept 9.1: A new conservatism grew to prominence in U.S. culture and politics, Thematic Learning Objectives
defending traditional social values and rejecting liberal views about the role of government. POL-3: Explain how
I. Reduced public faith in the A) Public confidence and trust movements, such as
government’s ability to in government declined antebellum reformers,
solve social and economic in the 1970s in the wake
problems, the growth of of economic challenges,
religious fundamentalism, political scandals, foreign institutions and U.S. society
and the dissemination policy “failures,” and a sense
of neoconservative of social and moral decay.
thought all combined to
invigorate conservatism.
B) The rapid and substantial

growth of evangelical and
fundamentalist Christian
churches and organizations,
as well as increased
political participation by
some of those groups,
encouraged significant
opposition to liberal social
and political trends.

II. Conservatives achieved A) Conservatives enjoyed Thematic Learning Objectives

some of their political significant victories related
WXT-8: Explain how
and policy goals, but their to taxation and deregulation
and why the role of the
success was limited by of many industries, but federal government in
the enduring popularity many conservative efforts regulating economic life
and institutional strength to advance moral ideals and the environment has
of some government through politics met changed since the end
programs and public inertia and opposition. of the 19th century
support for cultural trends POL-4: Analyze how and
of recent decades. why the New Deal, the Great
Society, and the modern
conservative movement
all sought to change the
federal government’s role
in U.S. political, social,
and economic life
B) Although Republicans
continued to denounce
“big government,” the size
and scope of the federal
government continued to
grow after 1980, as many
programs remained popular
with voters and difficult
to reform or eliminate.

Key Concept 9.2: The end of the Cold War and new challenges to U.S. leadership in the world Thematic Learning Objectives
forced the nation to redefine its foreign policy and global role. WOR-7: Analyze the goals of
I. The Reagan administration A) President Ronald Reagan, international conflicts, such
pursued a reinvigorated who initially rejected as the Spanish-American
anti-Communist and détente with increased
interventionist foreign defense spending, military
how U.S. involvement in
policy that set the tone for action, and bellicose these conflicts has altered
later administrations. rhetoric, later developed the U.S. role in world affairs
a friendly relationship
with Soviet leader Mikhail WOR-8: Explain how U.S.
Gorbachev, leading to
significant arms reductions world and issues such as
by both countries. terrorism and economic
globalization have changed
U.S. foreign policy goals since
the middle of the 20th century
B) The end of the Cold War

led to new diplomatic
relationships but also
new U.S. military
and peacekeeping
interventions, as well as
debates over the nature
and extent of American
power in the world.

II. Following the attacks of A) In the wake of attacks on Thematic Learning Objectives
September 11, 2001, U.S. the World Trade Center
foreign policy and military and the Pentagon, U.S.
over civil rights and civil
involvement focused decision-makers launched
on a war on terrorism, foreign policy and political life from the early
which also generated military efforts against 20th century through
debates about domestic terrorism and lengthy, the early 21st century
security and civil rights. controversial conflicts in
WOR-7: Analyze the goals of
Afghanistan and Iraq.
how U.S. involvement in

world and issues such as
B) The war on terrorism terrorism and economic
sought to improve security globalization have changed
within the United States U.S. foreign policy goals since
but also raised questions the middle of the 20th century
about the protection of civil
liberties and human rights.

Key Concept 9.3: Moving into the 21st century, the nation continued to experience challenges Thematic Learning Objectives
stemming from social, economic, and demographic changes. WXT-3: Explain how changes
I. The increasing integration A) Economic inequality and the integration of the
of the U.S. into the world increased after 1980 as U.S. economy into world
markets have influenced U.S.
economy was accompanied U.S. manufacturing jobs
society since the Gilded Age
by economic instability and were eliminated, union
major policy, social, and membership declined, WXT-7: Compare the beliefs
environmental challenges. and real wages stagnated and strategies of movements
for the middle class. advocating changes to the
U.S. economic system since
B) Policy debates intensified and Progressive movements
over free trade agreements,
the size and scope of the growing interconnection
government social safety of the U.S. with worldwide
net, and calls to reform economic, labor, and migration
the U.S. financial system. systems affected U.S. society

C) Conflict in the Middle East debates about and policies
and concerns about climate concerning the use of natural
resources and the environment
change led to debates over
more generally have changed
U.S. dependence on fossil since the late 19th century
fuels and the impact of
economic consumption CUL-7: Explain how and why
on the environment. “modern” cultural values and
popular culture have grown
since the early 20th century
and how they have affected
D) The spread of computer American politics and society
technology and the Internet
into daily life increased
access to information
and led to new social
behaviors and networks.

II. T
he U.S. population A) After 1980, the political, Thematic Learning Objectives
continued to undergo economic, and cultural
significant demographic influences of the American
shifts that had profound South and West continued within, the United States
cultural and political to increase as population have influenced the
consequences. shifted to those areas, growth of racial and ethnic
fueled in part by a surge identities and conflicts
in migration from regions over ethnic assimilation
that had not been heavily and distinctiveness
represented in earlier ID-7: Analyze how changes
migrations, especially in class identity and
Latin America and Asia. gender roles have related
to economic, social, and
cultural transformations

B) The new migrants affected in the numbers and sources
U.S. culture in many of international migrants in
ways and supplied the
economy with an important makeup of the U.S. population
labor force, but they
also became the focus of PEO-3: Analyze the causes
intense political, economic, and effects of major internal
and cultural debates. migration patterns such as
PEO-7: Explain how and why

C) Demographic changes debates over immigration
intensified debates about to the United States have
gender roles, family changed since the turn
structures, and racial of the 20th century
and national identity.

Appendix
Historical Thinking Skills
This section presents the historical thinking skills that are meant to be explored by students
throughout the AP U.S. History course. Every AP Exam question will require a student to
apply one of the historical thinking skills to one of the thematic learning objectives (see
Section II). See Section IV for more details about how the mastery of both skills and content
will be assessed on the AP Exam.
The AP U.S. History course, along with the AP World History and AP European History
courses, seeks to apprentice students to the practice of history by explicitly stressing the
development of historical thinking skills while learning about the past. In the section that
follows, four types of historical thinking skills are defined for teachers, accompanied by
definitions of the specific historical thinking skills that are part of that type.
▶▶ The sections on chronological reasoning and comparison and contextualization focus on
“thinking historically,” or the habits of mind that historians use when they approach the
past in a critical way.
▶▶ The sections on crafting historical arguments from historical evidence and historical
interpretation and synthesis focus on describing the skills used by historians when they
construct and test historical arguments about the past.
Each of the skills below is defined and then followed by a statement of the proficiency
that students are expected to show in this skill on the AP Exam. This is accompanied by
discussion of how this skill can be developed in tandem with an exploration of the content
of the AP U.S. History course.

Students best develop historical thinking skills by investigating the past in ways
that reflect the discipline of history, most particularly through the exploration and
interpretation of a rich array of primary sources and secondary texts, and through
the regular development of historical argumentation in writing. The skills can also be
developed by teachers through explicit attention to historical thinking in individual
or group activities, open-ended research and writing assignments, and skills-based
formative assessment strategies. Students should engage in these activities to
investigate and formulate historical arguments about the major developments in U.S.
history.
Skill Type Historical Thinking Skill

I. Chronological Reasoning 1. Historical Causation
2. Patterns of Continuity and Change over Time
3. Periodization
II. Comparison and Contextualization 4. Comparison
5. Contextualization
III. Crafting Historical Arguments from 6. Historical Argumentation
Historical Evidence
7. Appropriate Use of Relevant Historical Evidence
IV. Historical Interpretation and Synthesis 8. Interpretation
9. Synthesis
Skill Type I: Chronological Reasoning
Skill 1: Historical Causation

Historical thinking involves the ability to identify, analyze, and evaluate the relationships
among multiple historical causes and effects, distinguishing between those that are long-
term and proximate, and among coincidence, causation, and correlation.

Proficient students should be able to …
›› Compare causes and/or effects, including between short-term and long-
term effects.
›› Analyze and evaluate the interaction of multiple causes and/or effects.
›› Assess historical contingency by distinguishing among coincidence,
causation, and correlation, as well as critiquing existing interpretations of
cause and effect.
How could this skill be approached in the AP U.S. History course?

This skill asks students to identify and compare basic causes and/or effects, and to
distinguish between both short- and long-term causes and effects. Over the span of the
course, students should move from describing causes to analyzing and evaluating the
interaction of multiple causes and/or effects.
In U.S. history, arguments about causation are similar to those in other histories or
subdisciplines. For example, an effective analysis of the significance of the Civil War
might consider both long-term and proximate causes as well as short- and long-term
effects. So, discussing the long-term impact of growing economic divergence between
the North and South could be weighed against the relatively short-term Congressional
gridlock leading up to the outbreak of hostilities. Citing multiple contributing causes may
also provide students with more compelling evidence to support larger investigations
than focusing on a single cause. For example, teachers can explore the roots of the
modern environmental movement in the Progressive Era and the New Deal, as well as
debate underlying and proximate causes of environmental catastrophes arising from
pesticide use and offshore oil drilling.
Skill 2: Patterns of Continuity and Change over Time

Historical thinking involves the ability to recognize, analyze, and evaluate the dynamics
of historical continuity and change over periods of time of varying lengths, as well as the
ability to relate these patterns to larger historical processes or themes.

›› Analyze and evaluate historical patterns of continuity and change over time.
›› Connect patterns of continuity and change over time to larger historical
processes or themes.

This skill asks students to recognize, describe, and analyze instances of historical
patterns of continuity and change over time. Although world historians frequently have
to look for very large patterns of continuity and change across centuries, U.S. history
researchers can focus on individuals and a somewhat narrower scope of time. Although
this difference in scale can sometimes lead to an overemphasis on details rather than a
description of larger patterns, it underscores the importance of integrating content with
course themes. For example, the course theme and concept of identity can be discussed
as both the denial and extension of political and economic rights to specific groups over
different periods of time, while simultaneously highlighting the heroic accomplishments
of individuals during their struggle for recognition. A teacher might choose to examine
the restrictions of rights during America’s wars in contrast to the opportunities for
minorities to show their patriotism by serving in the armed forces, such as the internment
of Japanese Americans and the heroism of Daniel Inouye in World War II.
Skill 3: Periodization
Historical thinking involves the ability to describe, analyze, evaluate, and construct
models that historians use to organize history into discrete periods. To accomplish this
periodization of history, historians identify turning points and recognize that the choice
of specific dates gives a higher value to one narrative, region, or group than to other
narratives, regions, or groups. How a historian defines historical periods depends on
what the historian considers most significant — political, economic, social, cultural,
or environmental factors. Changing periodization can change a historical narrative.
Moreover, historical thinking involves being aware of how the circumstances and
contexts of a historian’s work might shape his or her choices about periodization.

›› Explain ways that historical events and processes can be organized within
blocks of time.
›› Analyze and evaluate competing models of periodization of U.S. history.

Students should be familiar with different ways that historians divide time into historical
periods and identify turning points in the past. Students might begin to develop this
skill by examining and evaluating the model of periodization provided in this framework.
Students might then compare this periodization against competing models, such as the
one used in their textbook.
Periodization has become increasingly relevant to U.S. history because recent historical
researchers have challenged traditional ways of categorizing the past, particularly in
relation to such underrepresented groups as American Indians. The result is that different
texts and syllabi may use different periodizations for unit titles. This is an opportunity
for teachers to challenge students to reflect on how the choice of different beginning and
ending dates and the labels for specific “time periods” (such as the Progressive Era) can
alter the historical narrative and give a higher value to one group over another.
For example, the dates one sets for the beginning of the “new conservative” movement in
the United States can emphasize one political and social narrative over another, impacting
one’s interpretation of the extent of social and political “reforms.” Teachers can pose
questions such as: What is the best way of dividing the history of the United States into
meaningful periods, or what are the consequences of choosing one set of dates for a
particular movement instead of another time frame? Application of this skill can promote
healthy discussions and deeper analyses of historical evidence.

Skill Type II: Comparison and Contextualization
Skill 4: Comparison
Historical thinking involves the ability to describe, compare, and evaluate multiple
historical developments within one society, one or more developments across or between
different societies, and in various chronological and geographical contexts. It also involves
the ability to identify, compare, and evaluate multiple perspectives on a given historical
experience.

›› Compare related historical developments and processes across place,
time, and/or different societies, or within one society.
›› Explain and evaluate multiple and differing perspectives on a given
historical phenomenon.

This skill asks students to compare related historical developments and processes across
place, time, or different societies (or within one society). More sophisticated students
might be able to compare related historical developments and processes across more
than one variable, such as geography, chronology, and different societies (or within
one society), recognizing multiple and differing perspectives on a given historical
phenomenon.
In contrast to the research conducted in other histories, U.S. history researchers can
focus on specific phenomena among fewer cultures over just a few centuries. One of
the central questions of world history might be: How similar and how different were
historical changes in different parts of the world? A similar comparison question in U.S.
history might be: How similar and how different were the periods of U.S. expansion, or
how does “conservatism” compare in the 1920s, 1950s, and 1980s? Another means of
teaching this skill is to ask students to compare thematic developments in different time
periods, such as how environmental attitudes and policies in the first decade of the 20th
century compare with those in the last decade of that century, or the comparative impact
of migrations to the U.S. in the 1890s and the 1980s.

Skill 5: Contextualization
Historical thinking involves the ability to connect historical events and processes to
specific circumstances of time and place and to broader regional, national, or global
processes.

›› Explain and evaluate ways in which specific historical phenomena, events,
or processes connect to broader regional, national, or global processes
occurring at the same time.
›› Explain and evaluate ways in which a phenomenon, event, or process
connects to other, similar historical phenomena across time and place.

This skill asks students to recognize and explain ways in which historical phenomena
or processes connect to broader regional, national, or global processes. The “context”
for world history is the world as a whole; for European history, it is Europe as a whole;
and for U.S. history, it is primarily the United States itself. The skill of contextualization
therefore takes on different forms depending on the scope of time and geography. One
of the central questions of world history is: How does the history of this specific region
or era fit into the larger story of world history as a whole? For U.S. history that same
contextualization question might be: How does the history of a particular group, region,
or era fit into the larger story of the development of the United States? However, there are
a growing number of topics in which teachers should consider challenging students with
the broader context, especially when considering the theme of America in the world. For
example, U.S. territorial expansion, emancipation, the Great Depression, and, of course,
foreign policy initiatives are increasingly bringing into play the perspectives of other
nations and world regions. One could also explore the interaction between a watershed
event like Reconstruction and the civil rights movement.

Skill Type III: Crafting Historical Arguments
from Historical Evidence
Skill 6: Historical Argumentation

Historical thinking involves the ability to define and frame a question about the past
and to address that question through the construction of an argument. A plausible and
persuasive argument requires a clear, comprehensive, and analytical thesis, supported
by relevant historical evidence — not simply evidence that supports a preferred or
preconceived position. In addition, argumentation involves the capacity to describe,
analyze, and evaluate the arguments of others in light of available evidence.

›› Analyze commonly accepted historical arguments and explain how an
argument has been constructed from historical evidence.
›› Construct convincing interpretations through analysis of disparate,
relevant historical evidence.
›› Evaluate and synthesize conflicting historical evidence to construct
persuasive historical arguments.

This skill asks students to be able to describe commonly accepted historical arguments
about the nature of the past and then explain how such arguments have been
constructed from historical evidence. Over the span of the course, students should
move from describing to evaluating the conflicting historical evidence used in making
plausible historical arguments. In U.S. history, the skill of historical argumentation often
operates in conjunction with course themes that transcend several periods and with
other skills. For example, in conjunction with the theme of politics and power, students
might be asked to examine evidence and construct an argument about the causes of the
Civil War. The application of argumentation and causation might take students back to
previous centuries to construct a coherent thesis with supporting evidence that includes
a sophisticated analysis of the introduction of slavery to North American colonies, relative
growth and economic divergence of geographic regions, the impact of migration and
technology, Congressional gridlock, and political ideas about democracy and federalism.

Skill 7: Appropriate Use of Relevant Historical Evidence
Historical thinking involves the ability to describe and evaluate evidence about the past
from diverse sources (including written documents, works of art, archaeological artifacts,
oral traditions, and other primary sources) and requires the students to pay attention
to the content, authorship, purpose, format, and audience of such sources. It involves
the capacity to extract useful information, make supportable inferences, and draw
appropriate conclusions from historical evidence, while also noting the context in which
the evidence was produced and used, recognizing its limitations and assessing the points
of view it reflects.

›› Analyze features of historical evidence such as audience, purpose, point of
view, format, argument, limitations, and context germane to the evidence
considered.
›› Based on analysis and evaluation of historical evidence, make supportable
inferences and draw appropriate conclusions.

This skill asks students to analyze documents for one or more of the following features:
audience, purpose, point of view, format, argument, limitations, and context germane to
the historical evidence considered. Based on their analysis of historical evidence, students
should then be able to make supportable inferences or draw appropriate conclusions.
AP teachers can expose students to a variety of sources to help them draw their own
conclusions and inferences. Recent research in U.S. history highlights the inclusion of
underrepresented groups and cultures, which also has increased the diversity of sources
that historians use. For example, in determining the relationship of Native American
tribes to their environment and making assertions about why some persevered and
others disappeared, students may have to rely on archaeological or geographical analysis
instead of the more traditional forms of evidence in historical research. In addition,
popular culture provides useful sources for examining decades such as the 1950s; when
exploring the course theme of America in the world, students may have to examine
evidence beyond American actors and actions.

Skill Type IV: Historical Interpretation and Synthesis
Skill 8: Interpretation
Historical thinking involves the ability to describe, analyze, evaluate, and construct
diverse interpretations of the past, and being aware of how particular circumstances and
contexts in which individual historians work and write also shape their interpretation of
past events. Historical interpretation requires analyzing evidence, reasoning, determining
the context, and evaluating points of view found in both primary and secondary sources.

›› Analyze diverse historical interpretations.
›› Evaluate how historians’ perspectives influence their interpretations and
how models of historical interpretation change over time.

This skill asks students to both describe and evaluate diverse historical interpretations.
To help students create their own interpretation of U.S. history, students and teachers
should examine changing historical interpretations over time, such as the different
ways that historians have interpreted the institution of American slavery or evaluated
Reconstruction. Historians have the added challenge of addressing “presentism,” or
how contemporary ideas and perspectives are anachronistically introduced into
depictions and interpretations of historical events. The skill of interpretation becomes
particularly important as students progress from describing what they are learning about
past events to reflecting on assorted historical evidence in terms of contextual values and
cultural bias.
Skill 9: Synthesis
Historical thinking involves the ability to develop meaningful and persuasive new
understandings of the past by applying all of the other historical thinking skills, by
drawing appropriately on ideas and methods from different fields of inquiry or disciplines,
and by creatively fusing disparate, relevant, and sometimes contradictory evidence from
primary sources and secondary works. Additionally, synthesis may involve applying
insights about the past to other historical contexts or circumstances, including the
present.

›› Combine disparate, sometimes contradictory evidence from primary
sources and secondary works in order to create a persuasive
understanding of the past.
›› Apply insights about the past to other historical contexts or
circumstances, including the present.

This skill asks students to demonstrate an understanding of the past by making an
argument that draws appropriately on ideas from different fields of inquiry or disciplines,
when presented to them in the form of data and/or arguments. Synthesis takes distinctive
forms depending on the subdiscipline or history course because each grapples with such
diverse materials. Unlike the other histories, in U.S. history there is a predisposition of
developing a single narrative that consolidates and merges many different cultures.
Yet, the development of such a narrative raises the historiographical question about
which groups are included or excluded from the story. Increasingly, historians are pulling
evidence from a variety of disciplines and using a variety of other skills in the creation
of new conceptions about past events. Students should be encouraged to challenge the
narratives to which they are exposed so that they will have a better understanding of
their place in an increasingly globalized and diverse world.

AP US History Curriculum Framework Evidence Planner

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

AP US History Curriculum Framework Evidence Planner

Uploaded by

Copyright:

Available Formats

AP U.S.

Curriculum Framework Evidence Planner

AP U.S. History Curriculum Framework Evidence Planner 2

AP U.S. History Curriculum Framework Evidence Planner 3

This document, The Curriculum Framework Evidence Planner, provides a reformatted

AP U.S. History Curriculum Framework Evidence Planner 4

The historical statements in the concept outline were identified by a

Teachers must choose relevant historical evidence to illustrate by reference

AP U.S. History Curriculum Framework Evidence Planner 5

Students will need to demonstrate a strong knowledge of at least one example of

AP U.S. History Curriculum Framework Evidence Planner 6

AP U.S. History Curriculum Framework Evidence Planner 7

An increasingly pluralistic United States faced profound domestic

AP U.S. History Curriculum Framework Evidence Planner 8

AP U.S. History Curriculum Framework Evidence Planner 9

AP U.S. History Curriculum Framework Evidence Planner 10

AP U.S. History Curriculum Framework Evidence Planner 11

AP U.S. History Curriculum Framework Evidence Planner 12

On a North American continent controlled by American Indians,

AP U.S. History Curriculum Framework Evidence Planner 13

C) In the Northeast and along

AP U.S. History Curriculum Framework Evidence Planner 14

AP U.S. History Curriculum Framework Evidence Planner 15

C) The introduction of new Thematic Learning Objectives

ENV-1: Explain how the

WOR-1: Explain how imperial

AP U.S. History Curriculum Framework Evidence Planner 16

ENV-4: Analyze how

WOR-1: Explain how

POL-1: Analyze the factors

AP U.S. History Curriculum Framework Evidence Planner 17

the worldviews of each group. CUL-1: Compare the cultural

B) Many Europeans developed

AP U.S. History Curriculum Framework Evidence Planner 18

CUL-1: Compare the cultural

AP U.S. History Curriculum Framework Evidence Planner 19

Europeans and American Indians maneuvered and fought

AP U.S. History Curriculum Framework Evidence Planner 20

ENV-4: Analyze how the

AP U.S. History Curriculum Framework Evidence Planner 21

II. The British–American A) Unlike Spanish, French, Thematic Learning Objectives

POL-1: Analyze the factors

AP U.S. History Curriculum Framework Evidence Planner 22

AP U.S. History Curriculum Framework Evidence Planner 23

WOR-1: Explain how imperial

AP U.S. History Curriculum Framework Evidence Planner 24

WXT-1: Explain how patterns

AP U.S. History Curriculum Framework Evidence Planner 25

AP U.S. History Curriculum Framework Evidence Planner 26

II. Britain’s desire to A) As regional distinctiveness Thematic Learning Objectives

AP U.S. History Curriculum Framework Evidence Planner 27

British imperial attempts to reassert control over its colonies and

AP U.S. History Curriculum Framework Evidence Planner 28

ENV-4: Analyze how

AP U.S. History Curriculum Framework Evidence Planner 29

AP U.S. History Curriculum Framework Evidence Planner 30

POL-2: Explain how and why

AP U.S. History Curriculum Framework Evidence Planner 31

C) Many new state

AP U.S. History Curriculum Framework Evidence Planner 32

D) As the first national

AP U.S. History Curriculum Framework Evidence Planner 33

AP U.S. History Curriculum Framework Evidence Planner 34

AP U.S. History Curriculum Framework Evidence Planner 35

III. The constitutional changes A) Although citizenship, Thematic Learning Objectives