2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 1.3 IA With little experience dealing with people who were different from themselves, Spanish and Portuguese explorers poorly understood the native peoples they encountered in the Americas, leading to debates over how American Indians should be treated and how “civilized” these groups were compared to European standards. Juan de Sepúlveda, Bartolomé de Las Casas subjugation B Many Europeans developed a belief in superiority to justify their subjugation of Africans and American Indians, using several different rationales. 1.3 IIA European attempts to change American Indian beliefs and worldviews on basic social issues such as religion, gender roles and the family, and the relationship of people with the natural environment led to American Indian resistance and conflict. Spanish mission system, Pueblo, Juan de Oñate Treaty of Tordesillas, Encomeinda B In spite of slavery, Africans’ cultural and linguistic adaptations to the Western Hemisphere resulted in varying degrees of cultural preservation and autonomy. maroon communities in Brazil and the Caribbean, mixing of Christianity and traditional African religions
2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 2.3 IA The growth of an Atlantic economy throughout the 18th century created a shared labor market and a wide exchange of new World and European goods, as seen in the African slave trade and the shipment of products from the Americas. SSUSH2- trade, Middle Passage Slave Codes B Several factors promoted Anglicization in the British colonies: the growth of autonomous political communities based on English model, the development of commercial ties and legal structures, the emergence of a trans-Atlantic print culture, Protestant evangelism, religious toleration, and the spread of European Enlightenment ideas. Maryland Toleration Act of 1649, founding of Pennsylvania, John Locke SSUSH1- House of Burgesses, “town meetings,” development of MA legislature, religious tension and founding of Rhode Island, Halfway Covenant, Salem Witch Trials SSUSH2- Benjamin Franklin (social mobility and individualism), Great Awakening European Enlightenment, Montesquieu, William Penn, Quakers C The presence of slavery and the impact of colonial wars stimulated the growth of ideas on race in this Atlantic system, leading to the emergence of racial stereotyping and the development of strict racial categories among British colonists, which contrasted with Spanish and French acceptance of racial gradations. system, mulatto, Métis SSUSH2- from growth of African population to development of African American culture 2.3 IIA As regional distinctiveness among the British colonies diminished over time, they developed largely similar patterns of culture, laws, institutions, and governance within the context of the British imperial system. colonies, proprietary colonies, self-government, British imperial system
2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline B The colonists’ belief in the superiority of republican self-government based on the natural rights of the people found its clearest American expression in Thomas Paine’s Common Sense and in the Declaration of Independence. SSUSH3- Thomas Paine’s Common Sense SSUSH4- Thomas Jefferson’s role in the Declaration of Independence (language and organization) First State Constitutions 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. SSUSH5- weaknesses of the Articles of Confederation, Shay’s Rebellion, Northwest Ordinance 3.2 IIA Difficulties over trade, finances, and interstate and foreign relations, as well as internal unrest, led to calls for significant revisions to the Articles of Confederation and a stronger central government. tariff and currency disputes, Spanish restrictions on navigation of the Mississippi River SSUSH5- need for a stronger central government, Shays’s Rebellion Liberty v. power B Delegates from the states worked through a series of compromises to forma Constitution for a new national government while providing limits on federal power. SSUSH5- Key features including the Great Compromise, separation of powers (influenced by Montesquieu), limited government, issue of slavery Constitutional Convention, Madison, Alexander Hamilton, Virginia Plan, New Jersey Plan, 3/5s Compromise, popular sovereignty, federalism 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing Suggestions for optional examples of topics and details for use by AP
2014 AP US History Concept Outline Illustrative samples from the Concept Outline (Note: Page 30 of the AP course description states samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline C The American Revolution and the ideals set in the Declaration of Independence had reverberations in France, Haiti, and Latin America, inspiring future rebellions. 3.3. IA The French withdrawal from North America and the subsequent attempt of various native groups to reassert their power over the interior of the continent resulted in new white-Indian conflicts along the western borders of British and, later, the U. S. colonial settlement and among settlers looking to assert more power in interior regions. march of the Paxton Boys, Battle of Fallen Timbers Treaty of Greenville B Migrants from within North America and around the world continued to launch new settlements in the West, creating new distinctive backcountry cultures and fueling social and ethnic tensions. Scots-Irish, Shays’s Rebellion, frontier vs. tidewater Virginia SSUSH5- Shays’s Rebellion C The Spanish, supported by the bonded labor of the local Indians, expanded their mission settlements into California, providing opportunities for social mobility among enterprising soldiers and settlers that led to new cultural blending. corridos, architecture of Spanish missions, vaqueros
2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 3.3 IIA As settlers moved westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states and sought to promote public education, the protection of private property, and the restriction of slavery in the Northwest Territory. SSUSH6- Northwest Ordinance and westward migration, slavery, public education, and addition of new states Republican Motherhood B The Constitution’s failure to precisely define the relationship between America Indian tribes and the national government led to problems regarding treaties and Indian legal claims relating to the seizure of Indian lands. Washington’s refusal to appear before Congress 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. Jay’s Treaty, Pinckney’s Treaty XYZ Affair 3.3. IIIA As national political institutions developed in the new United States, varying regionally based positions on economic, political, social, and foreign policy issues promoted the development of political parties. SSUSH5- development of political parties, role of Alexander Hamilton Tariffs, Election of 1800 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing Suggestions for optional examples of topics and details for use by AP
(Note: Page 30 of the AP course description states these samples will not be assessed) students for the Georgia Milestone exam in US History (full GPS follows on page 47) Teachers in delivering the Concept Outline B The expansion of slavery in the lower South and adjacent western lands, and its gradual disappearance elsewhere, began to create distinctive regional attitudes toward the institution. SSUSH7- Eli Whitney’s cotton gin in 1793 and “interchangeable parts” Northern emancipation of slaves, Southern dependency on slavery and single crop C Enlightenment and women’s experiences in the movement for independence promoted an ideal of “republican motherhood,” which called on white women to maintain and teach republican values within the family and granted women a new importance in American political culture. 4.1 IA As various constituencies and interest groups coalesced and defined their agendas, various political parties, most significantly the Federalist and Democratic-Republicans in the 1790s and the Democrats and Whigs in the 1830s, were created or transformed to reflect and/or promote those agendas. SSUSH7- Jacksonian Democracy: expanding suffrage, rise of popular political culture, American nationalism Election of 1824, 1828, 1840 , 2nd Bank of the US B Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution. McCulloch v. Maryland, Worcester v. Georgia Marbury v. Madison, John Marshall, Supreme Court, Gibbons v. Ogden 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline
C With the acceleration of a national and international market economy, Americans debated the of government’s role in the economy, while diverging economic systems meant that regional political and economic loyalties often continued to overshadow national concerns. New England opposition to the Embargo Act, debates over the tariff and internal improvements SSUSH6- Louisiana Purchase, and Clark, War of 1812 and nationalism, Erie Canal, rise of NYC, infrastructure Impressment, Monroe Doctrine, The American System, War D Many white Americans in the South asserted their regional identity through pride in the institution of slavery, insisting that the federal government should defend that institution. SSUSH8- Nat Turner’s rebellion and political of slavery Denmark Vesey, American Colonization Society 4.1 IIA The Second Great Awakening, liberal social ideas from abroad, and Romantic beliefs in human perfectibility fostered the rise of voluntary organizations to promote religious and secular reforms, including abolition and women’s rights. Charles G. Finney, Seneca Falls convention, Utopian communities SSUSH7- Reform movements, women’s suffrage, Elizabeth Cady Stanton, Seneca Falls Conference, temperance, abolitionism, public schools, SSUSH8- Frederick Douglass, Grimke Sisters, William Garrison Second Great Awakening, Unitarians, Charles Finney, Oberlin College, American Anti-Slavery Society B Despite the outlawing of the international slave trade, the rise in the number of free African Americans in both the North and the South, and widespread discussion of various emancipation plans, the United States and many state governments continued to restrict African Americans’ citizenship possibilities. American Colonization Society, Frederick Douglass SSUSH8- Frederick Douglass 2014 AP US History Concept Outline Illustrative samples from the Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline C Nativism, Xenophobia
Resistance to initiatives for democracy and inclusion included proslavery arguments, rising xenophobia, anti-black sentiments in political and popular culture, and restrictive anti-Indian policies. 4.1 IIIA A new national culture emerged, with various Americans creating art, architecture, and literature that combined European forms with local and regional cultural sensibilities. the Hudson School, John James Audubon, Jeffersonian, Neoclassical, national capital B Various groups of American Indians, women, and religions followers developed cultures reflecting their interests and experiences, as did regional groups and an emerging urban middle class. C Enslaved and free African Americans, isolated at the bottom of the social hierarchy, created communities and strategies to protect their dignity and their family structures, even as some launched abolitionist and reform movements aimed at changing their status. Richard Allen, David Walker, slave music 4.2 IA Innovations including textile machinery, steam engines, interchangeable parts, canals, railroads, and the telegraph, as well as agricultural inventions, both extended markets and brought efficiency to production for those markets. steel plow, mechanical reaper, Samuel Slater SSUSH6- Erie Canal, rise of NYC, infrastructure SSUSH7- Industrial Revolution, Eli Whitney’s cotton gin and interchangeable Telegraph, Gibbons v Ogden, Robert Fulton, Peter Cooper, steam engines, railroads 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline B Increasing numbers of Americans, especially in factories and low-skilled male workers, no longer Textile unions, strikes, textile machinery
systems to replace their old family and local relationships. B Migrants from Europe increased the population in the East and Midwest, forging strong bonds of interdependence between the Northeast and the Old Northwest. SSUSH6- rise of NYC Irish Immigration C The South remained politically, culturally, and ideologically distinct from the other sections while continuing to rely on its exports to Europe for economic growth. D The market revolution helped to widen a gap between rich and poor, shaped emerging middle and working classes, and cause an increasing separation between home and workplace, which led to dramatic transformations in gender and in family roles and expectations. cult of domesticity, Lydia Maria Child, early labor unions Commonwealth v Hunt E Regional interests continued to trump national concerns as the basis for many political leaders’ positions on economic issues including slavery, the national ban, tariffs, and internal improvements. SSUSH8- sectionalism, Nullification Crisis, states’ rights ideology, role of John C. Calhoun Missouri compromise 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 4.3 IA Following the Louisiana Purchase, the drive to acquire, survey, and open up new lands and markets led Americans into numerous economic, diplomatic, negotiating the Oregon border, annexing Texas, trading with China SSUSH6- Monroe Doctrine
broad scale debate about how to set national goals, priorities, and strategies. 5.1 IA The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority, and helped to shape the era’s political debates. SSUSH7- Manifest Destiny SSUSH8- Mexican American War Treaty of Guadalupe Hildalgo, annexation B The acquisition of new territory in the West and the U.S. victory in the Mexican-American War were accompanied by a heated controversy over allowing or forbidding slavery in acquired territories. SSUSH8- Wilmot Proviso C The desire for access to western resources led to the environmental transformation of the region, new economic activities, and increased settlement in areas forcibly taken from American Indians. D U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives westward to Asia. clipper ships, Commodore Matthew Perry’s expedition to Japan, missionaries 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 5.1 IIA Substantial numbers of new international lived in ethnic communities and retained their religion, language, and customs-entered the country prior to the Civil War, giving rise to a major, parochial schools, German immigration, American Party
C States’ rights, nullification, and racist stereotyping provided the foundation for the Southern defense of slavery as a positive good. John C. Calhoun, minstrel shows 5.2 IIA National leaders made a variety of proposals to resolve the issue of slavery in the territories, including the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision but these ultimately failed to reduce sectional conflict. SSUSH8- Compromise of 1850 SSUSH9- Kansas-Nebraska Act, failure of popular sovereignty, Dred case Webster-Calhoun debates, Henry Clay, popular sovereignty, concept of Union B The second party system ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North and the Midwest. Republican Party, Abraham Lincoln, Free Soil, Lincoln-Douglas debates C Lincoln’s election on a free soil platform in the election of 1860 led various Southern leaders to conclude that their states must secede from the Union, precipitating civil war. SSUSH9- Fort Sumter Jefferson Davis, Civil War, Election of 1860 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 5.3 IA Both the Union and the Confederacy mobilized their economies and societies to sage the war even while facing considerable home front opposition. SSUSH9- population, industrial output, functioning railroads Northern war boom, Southern shortages, United States Sanitary Commission, Clara Barton
new markets in North America, while technological innovations and redesigned financial and management structures such as monopolies sought to maximize the exploitation of natural resources and a growing labor force. West, transcontinental rail road (1869), steel, Chinese labor, Thomas Edison: electric light bulb, motion pictures, phonograph and impact on American life consolidation, holding companies, industrial unions, American Federation of Labor, Samuel Gompers, Knights of Labor B Businesses and foreign policymakers increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in the Pacific, Asia, and Latin America. C Business leaders consolidated corporations into trusts and holding companies and defended their resulting status and privilege through theories such as Social Darwinism. John D. Rockefeller, J.P. Morgan SSUSH11- John D. Rockefeller, Standard Oil Andrew Carnegie, robber barons, Social Darwinism, Knights of Labor, Haymarket Riot, Pullman Strike, Gospel of Wealth, laissez faire D As cities grew substantially in both size and in number, some segments of American society enjoyed lives of extravagant “conspicuous consumption,” while many others lived in relative poverty. Skyscrapers, mass transit, high society, working class, urban politics, Boss Tweed, political machines, Gilded Age 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 6.1 IIA The industrial workforce expanded through migration across national borders and internal migration, leading to a more diverse workforce, lower wages, and an increase in child labor. SSUSH12- Island, Southern and Eastern Europeans during 2nd Wave of Immigration and their impact on urbanization Asian immigration, New Immigration, child labor, Little Italy, Chinatown, Angel Island B SSUSH12- Homestead Strike, Maguires, Great Railroad Strike
Labor and management battled for control over wages and working conditions, with workers organizing local and national unions. Knights of American Federation of Labor, Mother Jones American Federation of Labor, Samuel Gompers, Pullman Strike (1894) and labor/industrial unrest C Despite the industrialization of some segments of the southern economy, a change promoted by southern leaders who called for a “New South” agrarian sharecropping, and tenant farming systems continued to dominate the region. Tenant farming, Tom Watson 6.1 IIIA Government agencies and conservationist organizations contended with corporate interests about the extension of public control over natural resources, including land and water. U.S. Fish Commission, Sierra Club, Department of the Interior Preservationists, national B Farmers adapted to the new realities of mechanized agriculture and dependence on the evolving railroad system by creating local and regional organizations that sought to resist corporate control of agricultural markets. the Grange, Las Gorras Blancas, Colored Farmers’ Alliance 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline C The growth of corporate power in agriculture and economic instability in the farming sector inspired activists to create the People’s (Populist) Party, which called for political reform and a stronger governmental role in the American economic system. Populist/ People’s
targeted intellectual development and social and political reform. 6.2 IIA Post-Civil War migration to the American West, encouraged by economic opportunities and government policies, caused the federal government to violate treaties with American Indian nations in order to expand the amount of land available to settlers. subsidies, colleges SSUSH12- Growth of western population and its impact on Native Americans Morrill Act, Helen Hunt Jackson, Carlisle School, B The competition for land in the west among white settlers, Indians, and Mexican Americans led to an increase in violent conflict. SSUSH12- Sitting Bull 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 identifies through assimilation. Dawes Act, Chief Joseph, Ghost Dance movement SSUSH12- Wounded Knee 6.3 IA Corruption in government-especially as it related to big business-emergized the public to demand increased popular control and reform of local, state, and national governments, ranging from minor changes to major overhauls of the capitalist system. referendum, socialism, Interstate Commerce Act SSUSH13- Progressives, initiative, recall, direct election of senators, laws, living conditions of urban poor, referendum Tammany Hall, political machines, progressive reformers 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline B Increasingly prominent racist and nativist theories, with Supreme Court decisions such as Plessy v. Ferguson, were used to justify violence as well as local American Protective Association, Chinese Exclusion Act SSUSH13- Plessy v. Ferguson, Jim Crow laws SSUSH14- Chinese Exclusion Act of 1882, sentiments
and national policies of discrimination and segregation. 6.3 IIA Cultural and intellectual arguments justified the success of those at the top of the socioeconomic structure as both appropriate and inevitable, even as some leaders argued that the wealthy had some obligation to help the less fortunate. Henry George, Edward Bellamy, Gospel of Wealth Andrew Carnegie B A number of critics challenged the dominant corporate ethic in the United States and sometimes capitalism itself, offering alternate visions of the good society through utopianism and the Social Gospel. Panic of 1893, Bimetallism, Cross of Gold Speech C Challenging their prescribed “place,” women and African American activists articulated alternative visions of political, social, and economic equality. Booker T. Washington, Ida B. Elizabeth Cady Stanton SSUSH13- 19th Amendment W. E. B. DuBois, Niagara Movement 7.1 IA Large corporations came to dominate the U.S. economy as it increasingly focused on the production of consumer goods, driven by new technologies and manufacturing techniques. SSUSH16- Henry Ford, mass production, automobile 2014 AP US History Concept Outline Illustrative samples from the Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline B The United States continued its transition from a rural, agricultural society to an urban, industrial one, offering new economic opportunities for women, internal migrants. And international migrants who continued to flock to the United States.
C Even as economic growth continued, episodes of credit and market instability, most critically the Depression, led to calls for the creation of a stronger financial regulatory system. Business cycle fluctuations 7.1 IIA In the late 1890s and the early years of the 20th century, journalists and Progressive reformers-largely urban and middle class, and often female-worked to reform existing social and political institutions at the local, state, and federal levels by creating new organizations aimed at addressing social problems associated with an industrial society. SSUSH13- muckrakers, Upton Sinclair and The Jungle, federal oversight of meat-packing industry, Ida Tarbell, Progressives, initiative, recall, direct election of senators, labor laws, living conditions of urban poor, referendum, 18th Amendment Jacob Riis, Lewis Hine, William Howard Taft B Progressives promoted federal legislation to regulate abuses of the economy and the environment, and many sought to expand democracy. Clayton Antitrust Act, Florence Kelley, Federal Reserve Bank Woodrow Wilson 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 7.1 IIIA The liberalism of President Franklin Roosevelt’s New Deal drew on earlier progressive ideas and represented a multifaceted approach to both the causes and effects of the Great Depression, using government power to provide relief to the poor, stimulate recovery, and reform the American economy. National Recovery Administration, Tennessee Valley Authority, Federal Writers’ Project SSUSH17- causes: overproduction, consumption, stock market speculation, stock market crash of 1929, over farming, climate, Dust Bowl; Effects: widespread unemployment, Hoovervilles SSUSH18- TVA, programs and environmental impact Great Depression, Franklin D. Roosevelt, Hundred Days, Civilian Conservation Corps, Banking Holiday, New Deal, welfare state B Radical, union, and populist movements pushed Roosevelt toward more extensive reforms, even as Huey Long, Supreme Court fight SSUSH18- Democratic Father Coughlin, AAA and Supreme Court
conservatives in Congress and the Supreme Court sought to limit the New Deal’s scope. Political challenges to FDR’s leadership: Huey Long, “court-packing” bill, neutrality acts C Although the New Deal did not completely overcome the Depression, it left a legacy of reforms and agencies that endeavored to make society and individuals more secure, and it helped foster a long-term political realignment in which many ethnic groups, African Americans, and working-class communities identified with the Democratic Party. Social Security Act, Federal Deposit Insurance Corporation (FDIC) SSUSH18- Wagner Act and the rise of industrial unionism, Social Security Act, 2nd New Deal, Eleanor Roosevelt (symbol of social progress and women’s activism) 7.2 IA New technologies contributed to improved standards of living, greater personal mobility, and better communications systems. radio, motion pictures, automobiles SSUSH16- Impact of radio, movies and automobiles Charles Lindbergh, National Broadcasting Company, consumerism 2014 AP US History Concept Outline Illustrative samples from the Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline B Technological change, modernization, and changing demographics led to increased political and cultural conflict on several fronts: tradition versus innovation, urban versus rural, fundamentalist Christianity versus scientific modernism, management versus labor, native-born versus new immigrants, white versus black, and idealism versus disillusionment. Emergency Quota Act, Billy Sunday, Aimee Semple McPherson, Fundamentalist Christianity vs. Scientific modernism, Scopes Sacco and Venzetti C The rise of an urban, industrial society encouraged the development of a variety of cultural expressions for migrant, regional, and African American artists (expressed most notably in the Harlem Renaissance movement0; it also contributed to national culture by Yiddish theater, jazz, Edward Hopper SSUSH16- Harlem Renaissance, Louis Armstrong, Jazz music, Langston Hughes, Irving Berlin, Tin Pan Alley Flappers, prohibition, 21st amendments, Langston Hughes
C Many Mexicans, to the United States by economic opportunities, faced ambivalent government policies in the 1930s and 1940s. Depression-era deportations, Bracero program, Luisa Moreno 7.3 IA The perception in the 1890s that the western frontier was “closed,” economic motives, competition with other European imperialist ventures of the time, and racial theories all furthered arguments that Americans were destined to expand their culture and norms to others, especially the nonwhite nations of the globe. SSUSH14- debates over American expansionism Frederick Jackson Turner’s Frontier Thesis, Social Darwinism 2014 AP US History Concept Outline Illustrative samples from the Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline B The American victory in the Spanish-American War led to the U. S. acquisition of island territories, an expanded economic and military presence in the Caribbean and Latin America, engagement in a protracted insurrection in the Philippines, and increased involvement in Asia. SSUSH14- war in the Philippines, Spanish-American War, Roosevelt Corollary, Panama Canal 1898 Treaty of Paris, annexation, Puerto Rico, Platt Amendment C Questions about America’s role in the world generated considerable debate, prompting the development of a wide variety of views and arguments between imperialists and anti-imperialists and, later, interventionists and isolationists. dollar diplomacy, Mexican intervention SSUSH14- debates over American expansionism Anti-Imperialism, Mark Twain, Albert Beveridge, Open Door 7.3 IIA After initial neutrality in World War I, the nation entered the conflict, departing from the U. S. foreign policy tradition of noninvolvement in European SSUSH15- from neutrality to engagement in WWI, unrestricted submarine warfare, 14 Points, 18th American Expeditionary Force, Schenck v. United States
The United States and its allies achieved victory over the Axis powers through a combination of factors, including allied political and military cooperation, industrial production, technological and scientific advances, and popular commitment to advancing democratic ideals. Atlantic Charter, development of sonar, Manhattan Project SSUSH19- lend-lease program, D-Day, Battle of Midway, fall of Berlin, war mobilization, rationing, conversion, Manhattan Project at Los Alamos, implications (scientific, economic and military) of atomic bomb, European and Pacific theaters and the respective difficulties caused by geographic locations (i.e. delivering weapons, food, and medical supplies to troops) Harbor, Battle of the Bulge, Ploesti Raids, Casablanca, Tehran, Yalta, Potsdam 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline D The dominant American role in the Allied victory and postwar peace settlements, combined with the condition of Asia and Europe, allowed the United States to emerge from the war as the most powerful nation on earth. 8.1 IA The United States developed a foreign policy base on collective security and a multilateral economic framework that bolstered non-communist nations. SSUSH20- Marshall Plan, American commitment to Europe, Truman Doctrine Berlin Airlift, Domino Theory, decolonization, communism B The United States sought to “contain” communism through a variety of measures, including military engagements in Korea and Vietnam. development of hydrogen bomb, massive retaliation, space race SSUSH20- containment policy, Korean War, Vietnam War, Tet Offensive, role of geography Truman-MacArthur controversy, Cold War C The cold War fluctuated between periods of direct and indirect military confrontation and periods of mutual coexistence (or détente). SSUSH20- Cuban Missile Crisis, Cold War SSUSH21- Sputnik I and Eisenhower’s actions (the race, NASA) Ping Pong diplomacy, Henry Kissinger, detente dominated
8.2 IIA Activists began to question society’s assumptions about gender and to call for social and economic equality for women and for gays and lesbians. The Feminine Mystique, Gloria Steinem SSUSH24- National Organization of modern women’s movement 2014 AP US History Concept Outline Illustrative samples from the Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline B Latinos, American Indians, and Americans began to demand social and economic equality and a redress of past injustices. SSUSH24- César Chávez and the United Farm Workers’ movement 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. Poverty line, Appalachia 8.2 IIIA Liberalism reached its zenith with Lyndon Johnson’s Society efforts to sue federal power to end racial discrimination, eliminate poverty, and address other social issues while attacking communism abroad. SSUSH23- LBJ’s “Great Society” and its plans, Medicare/Medicaid War on Poverty, Elementary and Secondary Education Act, Head Start, child Nutrition Act, Housing and Urban Development Act B Liberal ideals were realized in Supreme Court decisions that expanded democracy and individual freedoms, Great Society, social programs and policies, and the power of the federal 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. Griswold v. Connecticut, Miranda v. Arizona SSUSH23- Warren Court and the expansion of individual rights (i.e. Miranda decision) SSUSH24- rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968) Gideon v Wainwright, Mapp v Ohio, Katzenbach v. McClung, liberalism C Counter Culture
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. Students for a Democratic Society, Black Panthers, 2014 AP US History Concept Outline Illustrative samples from the Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 8.3 IA A burgeoning private sector continued federal spending, the baby boom, and technological developments helped spur economic growth, suburbanization, social mobility, a rapid expansion of higher education, and the rise of the “Sun Belt” as a political and economic force. SSUSH21- Baby boom, Levittown, Interstate Highway Act, impact of technology: personal computer, air conditioning Sun Belt, growth of the middle class, Space Race, Apollo 11, beginning of the revolution in telecommunications, medical advances and vaccinations B These economic and social changes, in addition to the anxiety engendered by the Cold War, led to an increasingly homogeneous mass culture as well as challenges to conformity by artists, intellectuals, and rebellious youth. Beat movement, The Affluent Society, rock and roll music SSUSH21- impact of television: Civil Rights Movement, Kennedy/Nixon 1960 presidential debate, American culture C Conservatives, fearing juvenile delinquency, urban unrest, and challenges to the traditional family, increasingly promoted their own values and ideology. Resurgent conservative movements 8.3 IIA Internal migrants as well as migrants from around the world sought access to the economic boom and other benefits of the United States, especially after the passage of new immigration laws in 1965. Immigration Reform Act of 1965 B Responding to the abuse of natural resources and the alarming environmental problems, activists and Rachel Carson, Air Act SSUSH24-
legislators began to call for conservation measures and a fight against pollution. Rachel Carson’s Silent Spring and resulting developments: Earth Day, EPA, and modern environmental movement 2014 AP US History Concept Outline Illustrative samples from the Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 8.3 IIIA Although the image of the traditional nuclear family popular perceptions in the postwar era, the family structure of Americans was undergoing profound changes as the number of working women increased and many social attitudes changed. Title IX B Young people who participated in the counterculture of the 1960s rejected many of the social, economic, and political values of their parents’ generation, initiated a sexual revolution, and introduced greater informality into US culture. Counter 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. Watergate, v. University of California, Phyllis Schafly SSUSH25- Roe v. Wade (1973), Bakke decision on affirmative action, ideas about civil liberties and civil rights 9.1 IA Public confidence and trust in government declined in the 1970s in the wake of economic challenges, political scandals, foreign policy “failures,” and a sense of social and moral decay. OPEC oil embargo, 1970s inflation, Iranian hostage crisis SSUSH25- Watergate scandal, Nixon’s resignation, changing attitudes towards government, Gerald Ford, Carter’s response to the 1979 Iranian Revolution, Iranian hostage crisis Camp David Accords, energy policy, stagflation B The rapid and substantial growth of evangelical and fundamentalist Christian churches and organizations, as well as increased political participation by some of Moral Majority, Focus on the Family Ronald Reagan, Economic globalization, conservatism,
those groups, encouraged significant opposition to liberal social and political trends. Michael Gorbachev, Election of 1980 2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 9.1 IIA Conservatives enjoyed significant victories related to taxation and deregulation of many industries, but many conservative efforts to advance moral ideals through politics met inertia and opposition. tax cuts passed under Ronald Reagan and George W. Bush, Contract with America, Planned Parenthood v. Casey SSUSH25- Reaganomics Trickle Down B Although Republicans continued to denounce “big government,’ the size and of the federal government continued to grow after 1980, as many programs remained popular with voters and difficult to reform or eliminate. expansion of Medicare and Medicaid, growth of the budget deficit 9.2 IA President Ronald Reagan, who initially rejected détente with increased defense spending, military action, and bellicose rhetoric, later developed a friendly relationship with Soviet leader Mikhail Gorbachev, leading to significant arms reductions by both countries. “Star Wars” missile defense system, I SSUSH25- collapse of the U.S.S.R., Iran-Contra Scandal Persian Gulf War, Presidential War vs. Congressional War, B The end of the Cole War led not only to new diplomatic relationships but also to new U.S. military and peacekeeping interventions as well as debates over the nature and extent of American power in the world. SSUSH25- relationship between President Bill Clinton and Congress, including his impeachment and acquittal
2014 AP US History Concept Outline Illustrative samples from the APUSH Concept Outline (Note: Page 30 of the AP course description states these samples will not be assessed) State-mandated topics, concepts, and details from Georgia Performance Standards (GPS ) for preparing students for the Georgia Milestone exam in US History (full GPS follows on page 47) Suggestions for optional examples of topics and details for use by AP Teachers in delivering the Concept Outline 9.2 IIA In the wake of attacks on the World Trade Center and the Pentagon, U. S. decision-makers launched foreign policy and military efforts against terrorism and lengthy, controversial conflicts in Afghanistan and Iraq. SSUSH25- election of 2000 and role of the electoral college, 9/11 Attacks, War on Terrorism, Iraq and Afghanistan TSA B The war on terrorism sought to improve security within the United States but also raised questions about the protection of civil liberties and human rights. USA Patriot Act 9.3 IA Economic inequality increased after 1980 as U. S. manufacturing jobs were eliminated, union membership declines, and real wages stagnated for the middle class. Corporate downsizing B Policy debates intensified over free trade agreements, the size and scope of the government social safety net, and calls to reform the U. S. financial system. North American Free Trade Agreement, debates over health care reform, debates over Social Security reform SSUSH25- NAFTA C Conflict in the Middle East and concerns climate change led to debates over U. S. dependence on fossil fuels and the impact of economic consumption on the environment. Global Warming