AP United States History

College Board Standards

• KC-1.1 As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments. 
• KC-1.1.I Different native societies adapted to and transformed their environments through agricultural innovations, resource use, and social structure.
• KC-1.2 Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean. 
• KC-1.2.I European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies. 
• KC-1.2.II The Columbian Exchange and the development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes. 
• KC-1.2.III In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.
• KC-1.1.I.A The spread of maize cultivation from present-day Mexico northward into the present-day American Southwest and beyond supported economic development, settlement, advanced irrigation, and social diversification among societies. 
• KC-1.1.I.B Societies responded to the aridity of the Great Basin and the grasslands of the western Great Plains by developing largely mobile lifestyles. 
• KC-1.1.I.C In the Northeast, the Mississippi River Valley, and along the Atlantic seaboard, some societies developed mixed agricultural and hunter-gatherer economies that favored the development of permanent villages.
• KC-1.1.I.D Societies in the Northwest and present-day California supported themselves by hunting and gathering, and in some areas developed settled communities supported by the vast resources of the ocean.
• KC-1.2.I.A European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread Christianity
• KC-1.2.I.B The Columbian Exchange brought new crops to Europe from the Americas, stimulating European population growth, and new sources of mineral wealth, which facilitated the European shift from feudalism to capitalism. 
• KC-1.2.I.C Improvements in maritime technology and more organized methods for conducting international trade, such as joint-stock companies, helped drive changes to economies in Europe and the Americas. 
• KC-1.2.II.A Spanish exploration and conquest of the Americas were accompanied and furthered by widespread deadly epidemics that devastated native populations and by the introduction of crops and animals not found in the Americas.
• KC-1.2.II.B In the encomienda system, Spanish colonial economies marshaled Native American labor to support plantation-based agriculture and extract precious metals and other resources. 
• KC-1.2.II.C European traders partnered with some West African groups who practiced slavery to forcibly extract slave labor for the Americas. The Spanish imported enslaved Africans to labor in plantation agriculture and mining. 
• KC-1.2.II.D The Spanish developed a caste system that incorporated, and carefully defined the status of, the diverse population of Europeans, Africans, and Native Americans in their empire.
• KC-1.2.III In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power. 
• KC-1.2.III.A Mutual misunderstandings between Europeans and Native Americans often defined the early years of interaction and trade as each group sought to make sense of the other. Over time, Europeans and Native Americans adopted some useful aspects of each other’s culture. 
• KC-1.2.III.B As European encroachments on Native Americans’ lands and demands on their labor increased, native peoples sought to defend and maintain their political sovereignty, economic prosperity, religious beliefs, and concepts of gender relations through diplomatic negotiations and military resistance.
• KC-1.2.III.C Extended contact with Native Americans and Africans fostered a debate among European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans.
• KC-1.1 As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments. 
• KC-1.1.I Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure.
• KC-1.2 Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean. 
• KC-1.2.I European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies. 
• KC-1.2.II The Columbian Exchange and the development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes. 
• KC-1.2.III In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• Different native societies adapted to and transformed their environments through innovations in agriculture, resource use, and social structure. (APUSH Key Concept 1.1:I)
• European expansion into the Western Hemisphere generated intense social, religious, political, and economic competition and changes within European societies. (APUSH Key Concept 1.2:I)
• The Columbian Exchange and the development of the Spanish Empire in the Western Hemisphere resulted in extensive demographic, economic, and social changes. (APUSH Key Concept 1.2:II)
• In their interactions, Europeans and Native Americans asserted divergent worldviews regarding issues such as religion, gender roles, family, land use, and power. (APUSH Key Concept 1.2:III)

• As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments. (Key Concept 1.1)
• Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean. (Key Concept 1.2)

• Satisfactorily answer the short answer and long essay questions on the APUSH test.
• Support an argument explaining the APUSH Key Concepts using specific and relevant examples of evidence.
• Describe and/or explain an accurate historical context for a specific historical development or process.
• Describe and/or explain similarities and/or differences between different historical developments or processes.
• Describe and/or explain causes or effects of a specific historical development or process.
• Describe and/or explain patterns of continuity and/or change over time.
• Use context to explain the relative historical significance of a specific historical development or process.
• Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
• Explain the relative historical significance of different causes and/or effects.
• Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

• Which geographic and environmental factors, including competition over and debates about natural resources, shaped the development of America and fostered regional diversity?
• How did the development of America impact the environment and reshape geography, which led to debates about environmental and geographic issues? (GEO)
• How did diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and America’s increasingly important role in the world? (WOR)
• How have social categories, roles, and practices been created, maintained, challenged, and transformed throughout American history, shaping government policy, economic systems, culture, and the lives of citizens? (SOC)
   

• How did the diverse geographical landscapes and natural resources encountered by European explorers and colonists shape their settlement patterns, economic activities, and cultural interactions with Native American peoples during the 15th and 16th centuries?
• To what extent did European contact with the Americas lead to the exchange of plants, animals, diseases, and technologies (the Columbian Exchange), and how did these exchanges impact the environment, demographics, and economies of both Europe and the Americas?
• How did European exploration and colonization of the Americas reflect and reinforce existing European political, economic, and cultural systems, and what new challenges and opportunities did these ventures present for European powers?
• What were the primary motivations for European exploration and colonization of the Americas, and how did these motivations shape the nature and character of early American settlements?
• How did the encounter between European colonists and Native American peoples lead to the development of distinct social and cultural systems, and what conflicts and tensions arose as a result of these interactions?
• What role did slavery play in the early development of American society, and how did the institution of slavery shape the lives of both enslaved Africans and European colonists?
   

• The American Pageant: A History of the American People
• Primary/Secondary Sources
• Teacher-made materials

• African Slave Trade
• Algonquian
• Catholic missions
• Charter Companies
• Christopher Columbus
• Conquistadors
• Maize Cultivation
• Encomienda
• Fur Trade
• Henry Hudson
• Iroquois
• Jamestown
• Matrilineal
• Mercantilism
• Meso-Americans
• Mestizos
• Pueblo Revolt
• Puritans
• Racial Hierarchy
• Roanoke
• Samuel DeChamplain
• Sir Walter Raleigh
• Smallpox
• Tenochtitlan
• Woodland Indians

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Projects
   

College Board Standards

• KC-2.1 Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources. 
• KC-2.1.I Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations. 
• KC-2.1.II In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors.
• KC-2.1.III Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas. 
• KC-2.2 The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control. 
• KC-2.2.I Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another. 
• KC-2.2.II Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.
• KC-2.1.I.A Spanish efforts to extract wealth from the land led them to develop institutions based on subjugating native populations, converting them to Christianity, and incorporating them, along with enslaved and free Africans, into Spanish colonial society. 
• KC-2.1.I.B French and Dutch colonial efforts involved relatively few Europeans and relied on trade alliances and intermarriage with American Indians to build economic and diplomatic relationships and acquire furs and other products for export to Europe. 
• KC-2.1.I.C English colonization efforts attracted a comparatively large number of male and female British migrants, as well as other European migrants, all of whom sought social mobility, economic prosperity, religious freedom, and improved living conditions. These colonists focused on agriculture and settled on land taken from Native Americans, from whom they lived separately.
• KC-2.1.II.A The Chesapeake and North Carolina colonies grew prosperous exporting tobacco—a labor intensive product initially cultivated by white, mostly male indentured servants and later by enslaved Africans.
• KC-2.1.II.B The New England colonies, initially settled by Puritans, developed around small towns with family farms and achieved a thriving mixed economy of agriculture and commerce.
• KC-2.1.II.C The middle colonies supported a flourishing export economy based on cereal crops and attracted a broad range of European migrants, leading to societies with greater cultural, ethnic, and religious diversity and tolerance.
• KC-2.1.II.D The colonies of the southern Atlantic coast and the British West Indies used long growing seasons to develop plantation economies based on exporting staple crops. They depended on the labor of enslaved Africans, who often constituted the majority of the population in these areas and developed their own forms of cultural and religious autonomy.
• KC-2.1.II.E Distance and Britain’s initially lax attention led to the colonies creating self-governing institutions that were unusually democratic for the era. The New England colonies based power in participatory town meetings, which in turn elected members to their colonial legislatures; in the southern colonies, elite planters exercised local authority and also dominated the elected assemblies.
• KC-2.1.III.A An Atlantic economy developed in which goods, as well as enslaved Africans and American Indians, were exchanged between Europe, Africa, and the Americas through extensive trade networks. European colonial economies focused on acquiring, producing, and exporting commodities that were valued in Europe and gaining new sources of labor. 
• KC-2.1.III.B Continuing trade with Europeans increased the flow of goods in and out of American Indian communities, stimulating cultural and economic changes and spreading epidemic diseases that caused radical demographic shifts. 
• KC-2.2.I.C The British government increasingly attempted to incorporate its North American colonies into a coherent, hierarchical, and imperial structure in order to pursue mercantilist economic aims, but conflicts with colonists and American Indians led to erratic enforcement of imperial policies.
• KC-2.1.III.C Interactions between European rivals and American Indian populations fostered both accommodation and conflict. French, Dutch, British, and Spanish colonies allied with and armed American Indian groups, who frequently sought alliances with Europeans against other American Indian groups. 
• KC-2.1.III.E British conflicts with American Indians over land, resources, and political boundaries led to military confrontations, such as Metacom’s War (King Philip’s War) in New England. 
• KC-2.1.III.F American Indian resistance to Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, led to Spanish accommodation of some aspects of American Indian culture in the Southwest.
• KC-2.2.II.A All the British colonies participated to varying degrees in the Atlantic slave trade due to the abundance of land and a growing European demand for colonial goods, as well as a shortage of indentured servants. Small New England farms used relatively few enslaved laborers, all port cities held significant minorities of enslaved people, and the emerging plantation systems of the Chesapeake and the southern Atlantic coast had large numbers of enslaved workers, while the great majority of enslaved Africans were sent to the West Indies. 
• KC-2.2.II.B As chattel slavery became the dominant labor system in many southern colonies, new laws created a strict racial system that prohibited interracial relationships and defined the descendants of African American mothers as black and enslaved in perpetuity
• KC-2.2.II.C Africans developed both overt and covert means to resist the dehumanizing nature of slavery and maintain their family and gender systems, culture, and religion.
• KC-2.2.I.A The presence of different European religious and ethnic groups contributed to a significant degree of pluralism and intellectual exchange, which were later enhanced by the first Great Awakening and the spread of European Enlightenment ideas. 
• KC-2.2.I.B The British colonies experienced a gradual Anglicization over time, developing autonomous political communities based on English models with influence from intercolonial commercial ties, the emergence of a transatlantic print culture, and the spread of Protestant evangelicalism.
• KC-2.1.III.D The goals and interests of European leaders and colonists at times diverged, leading to a growing mistrust on both sides of the Atlantic. Colonists, especially in British North America, expressed dissatisfaction over issues including territorial settlements, frontier defense, self rule, and trade. 
• KC-2.2.I.D Colonists’ resistance to imperial control drew on local experiences of self-government, evolving ideas of liberty, the political thought of the Enlightenment, greater religious independence and diversity, and an ideology critical of perceived corruption in the imperial system.
• KC-2.1 Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources. 
• KC-2.1.I Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations. 
• KC-2.1.II In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors. 
• KC-2.1.III Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas.
• KC-2.2 The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control. 
• KC-2.2.I Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another. 
• KC-2.2.II Like other European empires in the Americas that participated in the Atlantic slave trade, the English colonies developed a system of slavery that reflected the specific economic, demographic, and geographic characteristics of those colonies.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• Spanish, French, Dutch, and British colonizers had different economic and imperial goals involving land and labor that shaped the social and political development of their colonies as well as their relationships with native populations. (APUSH Key Concept 2.1.I)
• In the 17th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental, economic, cultural, and demographic factors. (APUSH Key Concept 2.1.II)
• Competition over resources between European rivals and American Indians encouraged industry and trade and led to conflict in the Americas. (APUSH Key Concept 2.1.III)
• Transatlantic commercial, religious, philosophical, and political exchanges led residents of the British colonies to evolve in their political and cultural attitudes as they became increasingly tied to Britain and one another. (APUSH Key Concept 2.2.I)

• Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources. (Key Concept 2.1)
• The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control. (Key Concept 2.2)

• Satisfactorily answer the short answer and long essay questions on the APUSH test.
• Support an argument explaining the APUSH Key Concepts using specific and relevant examples of evidence.
• Describe and/or explain an accurate historical context for a specific historical development or process.
• Describe and/or explain similarities and/or differences between different historical developments or processes.
• Describe and/or explain causes or effects of a specific historical development or process.
• Describe and/or explain patterns of continuity and/or change over time.
• Use context to explain the relative historical significance of a specific historical development or process.
• Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
• Explain the relative historical significance of different causes and/or effects.
• Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

• How did push and pull factors shape immigration to and migration within America?  Consider the demographic change as a result of these moves shapes the migrants, society, and the environment. (MIG)
• How did geographic and environmental factors, including competition over and debates about natural resources, shape the development of America and foster regional diversity?
• How did the development of America impact the environment and reshape geography, which led to debates about environmental and geographic issues?
• Why did the interplay between markets, private enterprise, labor, technology, and government policy shape the American economy? 
• How did economic activity shape society and government policy and drive technological innovation?
• In what ways have social categories, roles, and practices been created, maintained, challenged, and transformed throughout American history, and how have these changes shaped government policy, economic systems, culture, and the lives of citizens?
• How do creative expression, demographic change, philosophy, religious beliefs, scientific ideas, social mores, and technology compare and interact to shape national, regional, and group cultures in America, and how do these varying cultures influence government policy and the development of economic systems?
• How have the development of and debates surrounding democracy, freedom, citizenship, diversity, and individualism influenced American national identity, cultural values, and beliefs about American exceptionalism, and how do these ideas, in turn, shape political institutions and society? 
• Additionally, how have notions of national identity and culture coexisted with varying degrees of regional and group identities throughout American history?
   

• How did push factors such as religious persecution, economic hardship, and political instability in Europe contribute to the migration of colonists to the Americas during the 17th and early 18th centuries?
• How did the demographic composition of colonial America change as a result of immigration from various European countries, and what impact did this diversity have on the development of colonial society and culture?
• How did the diverse geographical landscapes and natural resources of colonial America influence settlement patterns, economic activities, and cultural interactions among different groups?
• What were the primary environmental challenges faced by early colonists, and how did they adapt to these challenges through technological innovations and changes in agricultural practices?
• How did the competition for land and resources among different colonial groups contribute to tensions and conflicts, such as Bacon's Rebellion and the Pequot War?
• What were the primary economic activities in colonial America, and how did these activities shape the social and political structures of colonial society?
• How did the development of slavery and indentured servitude impact the labor market and economic development of colonial America?
• How did European colonial rivalries and conflicts shape the development of American colonies, and what impact did these rivalries have on the course of the American Revolution?
• What role did Native American tribes play in colonial conflicts, and how were their interests and perspectives often marginalized or ignored by European powers?
• What role did religion play in shaping the social and cultural values of colonial America, and how did religious differences contribute to both unity and division among colonists?
• How did the experiences of women and African Americans differ from those of white men in What were the primary religious beliefs and practices of early colonists, and how did these beliefs influence their social and political values?
• EHow did the exchange of ideas and knowledge between European colonists and Native American peoples contribute to the development of new cultural forms and practices?
• How did the concept of "American exceptionalism" begin to emerge during the colonial period, and what factors contributed to this belief in America's unique destiny?
• How did the experiences of different colonial groups, such as Puritans, Quakers, and Anglicans, shape their understanding of freedom, citizenship, and individual rights?
   

• The American Pageant: A History of the American People
• Primary/Secondary Sources
• Teacher-made materials
   

• Agricultural technological exchange
• Anne Hutchinson
• Bacon's Rebellion
• Chesapeake region
• Congregational church
• Dominion of New England
• Cotton Mather
• Covenant
• Enlightenment ideals
• George Whitefield
• Great awakening
• Headright system
• Jamestown
• John Calvin
• John Smith
• John Winthrop
• Wampanoags
• William Bradford
• William Penn
• Indentured servitude
• Indigo
• King Philip's War
• Massachusetts Bay Company
• Mayflower Compact
• Mercantilism
• Metacome
• Navigation Acts
• New Amsterdam
• John Locke
• Jonathan Edwards
• Middle Passage
• Primogeniture
• Slave codes
• Stono Rebellion
• Triangular Trade
• Pequot War
• Plymouth Plantation
• Powhatan
• Puritans
• Quakers
• Roger Williams
• Sugarcane
• Theocracy
• Toleration Act
• Virginia House of Burgesses

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Projects
   

College Board Standards

• KC-3.1 British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War. 
• KC-3.1.I The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years’ War (the French and Indian War), in which Britain defeated France and allied American Indians. 
• KC-3.1.II The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain.
• KC-3.2 The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government. 
• KC-3.2.I The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century. 
• KC-3.2.II After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence. 
• KC-3.2.III.i New forms of national culture and political institutions developed in the United States alongside continued regional variations and differences over economic, political, social, and foreign policy issues. 
• KC-3.3 Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations. 
• KC-3.3.I In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending. 
• KC-3.3.II The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests.
• KC-3.1.I.A Colonial rivalry intensified between Britain and France in the mid-18th century, as the growing population of the British colonies expanded into the interior of North America, threatening French–Indian trade networks and American Indian autonomy. 
• KC-3.1.I.B Britain achieved a major expansion of its territorial holdings by defeating the French, but at tremendous expense, setting the stage for imperial efforts to raise revenue and consolidate control over the colonies. 
• KC-3.1.I.C After the British victory, imperial officials’ attempts to prevent colonists from moving westward generated colonial opposition, while native groups sought to both continue trading with Europeans and resist the encroachments of colonists on tribal lands.
• KC-3.1.II.A The imperial struggles of the mid-18th century, as well as new British efforts to collect taxes without direct colonial representation or consent and to assert imperial authority in the colonies, began to unite the colonists against perceived and real constraints on their economic activities and political rights. 
• KC-3.1.II.B Colonial leaders based their calls for resistance to Britain on arguments about the rights of British subjects, the rights of the individual, local traditions of self-rule, and the ideas of the Enlightenment. 
• KC-3.1.II.C The effort for American independence was energized by colonial leaders such as Benjamin Franklin, as well as by popular movements that included the political activism of laborers, artisans, and women. 
• KC-3.1.II.D In the face of economic shortages and the British military occupation of some regions, men and women mobilized in large numbers to provide financial and material support to the Patriot movement.
• KC-3.2.I.A Enlightenment ideas and philosophy inspired many American political thinkers to emphasize individual talent over hereditary privilege, while religion strengthened Americans’ view of themselves as a people blessed with liberty. 
• KC-3.2.I.B The colonists’ belief in the superiority of republican forms of government based on the natural rights of the people found expression in Thomas Paine’s Common Sense and the Declaration of Independence. The ideas in these documents resonated throughout American history, shaping Americans’ understanding of the ideals on which the nation was based.
• KC-3.1.II.E Despite considerable loyalist opposition, as well as Great Britain’s apparently overwhelming military and financial advantages, the Patriot cause succeeded because of the actions of colonial militias and the Continental Army, George Washington’s military leadership, the colonists’ ideological commitment and resilience, and assistance sent by European allies.
• KC-3.2.I.C During and after the American Revolution, an increased awareness of inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments. 
• KC-3.2.I.D In response to women’s participation in the American Revolution, Enlightenment ideas, and women’s appeals for expanded roles, an ideal of “republican motherhood” gained popularity. It called on women to teach republican values within the family and granted women a new importance in American political culture.
• KC-3.2.I.E The American Revolution and the ideals set forth in the Declaration of Independence reverberated in France, Haiti, and Latin America, inspiring future independence movements.
• KC-3.2.II.A Many new state constitutions placed power in the hands of the legislative branch and maintained property qualifications for voting and citizenship. 
• KC-3.2.II.B The Articles of Confederation unified the newly independent states, creating a central government with limited power. After the Revolution, difficulties over international trade, finances, interstate commerce, foreign relations, and internal unrest led to calls for a stronger central government. 
• KC-3.3.I.C As settlers moved westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states; the ordinance promoted public education, the protection of private property, and a ban on slavery in the Northwest Territory.
• KC-3.2.II.C.i Delegates from the states participated in the Constitutional Convention and through negotiation, collaboration, and compromise proposed a constitution. 
• KC-3.2.II.D The Constitutional Convention compromised over the representation of slave states in Congress and the role of the federal government in regulating both slavery and the slave trade, allowing the prohibition of the international slave trade after 1808. 
• KC-3.2.II.E In the debate over ratifying the Constitution, Anti-Federalists opposing ratification battled with Federalists, whose principles were articulated in the Federalist Papers (primarily written by Alexander Hamilton and James Madison). Federalists ensured the ratification of the Constitution by promising the addition of a Bill of Rights that enumerated individual rights and explicitly restricted the powers of the federal government.
• KC-3.2.II.C.ii Delegates from the states participated in the Constitutional Convention that created a limited but dynamic central government embodying federalism and providing for a separation of powers between its three branches.
• KC-3.3.II.A The U.S. government forged diplomatic initiatives aimed at dealing with the continued British and Spanish presence in North America, as U.S. settlers migrated beyond the Appalachians and sought free navigation of the Mississippi River. 
• KC-3.3.II.B War between France and Britain resulting from the French Revolution presented challenges to the United States over issues of free trade and foreign policy and fostered political disagreement. 
• KC-3.3.I.E The Spanish, supported by the bonded labor of the local American Indians, expanded their mission settlements into California; these provided opportunities for social mobility among soldiers and led to new cultural blending. 
• KC-3.3.I.D An ambiguous relationship between the federal government and American Indian tribes contributed to problems regarding treaties and American Indian legal claims relating to the seizure of their lands.
• KC-3.2.III.A During the presidential administrations of George Washington and John Adams, political leaders created institutions and precedents that put the principles of the Constitution into practice. 
• KC-3.2.III.B Political leaders in the 1790s took a variety of positions on issues such as the relationship between the national government and the states, economic policy, foreign policy, and the balance between liberty and order. This led to the formation of political parties— most significantly the Federalists, led by Alexander Hamilton, and the Democratic-Republican Party, led by Thomas Jefferson and James Madison. 
• KC-3.3.II.C George Washington’s Farewell Address encouraged national unity, as he cautioned against political factions and warned about the danger of permanent foreign alliances.
• KC-3.2.III.ii New forms of national culture developed in the United States alongside continued regional variations. 
• KC-3.2.III.D Ideas about national identity increasingly found expression in works of art, literature, and architecture.
• KC-3.3.I.A Various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the United States, seeking to limit migration of white settlers and maintain control of tribal lands and natural resources. British alliances with American Indians contributed to tensions between the United States and Britain. 
• KC-3.3.I.B As increasing numbers of migrants from North America and other parts of the world continued to move westward, frontier cultures that had emerged in the colonial period continued to grow, fueling social, political, and ethnic tensions.
• KC-3.2.III.C The expansion of slavery in the deep South and adjacent western lands and rising antislavery sentiment began to create distinctive regional attitudes toward slavery.
• KC-3.1 British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War. 
• KC-3.1.I The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years’ War (the French and Indian War), in which Britain defeated France and allied American Indians. 
• KC-3.1.II The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain.
• KC-3.2 The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government. 
• KC-3.2.I The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century. 
• KC-3.2.II After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence. 
• KC-3.2.III.i New forms of national culture and political institutions developed in the United States alongside continued regional variations and differences over economic, political, social, and foreign policy issues. 
• KC-3.3 Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations. 
• KC-3.3.I In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending. 
• KC-3.3.II The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years’ War (the French and Indian War), in which Britain defeated France and allied American Indians. (APUSH Key Concept 3.1.I)
• The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain. (APUSH Key Concept 3.1.II)
• The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century. (APUSH Key Concept 3.2.I)
• After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence. (APUSH Key Concept 3.2.II)
• New forms of national culture and political institutions developed in the United States alongside continued regional variations and differences over economic, political, social, and foreign policy issues.(APUSH Key Concept 3.2.III)
• In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending. (APUSH Key Concept 3.3.I)
• The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests. (APUSH Key Concept 3.3.II
   

• British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War. (Key Concept 3.1)
• The American Revolution’s democratic and republican ideas inspired new experiments with different forms of government. (Key Concept 3.2)
• Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations. (Key Concept 3.3)

• Satisfactorily answer the short answer and long essay questions on the APUSH test.
• Support an argument explaining the APUSH Key Concepts using specific and relevant examples of evidence.
• Describe and/or explain an accurate historical context for a specific historical development or process.
• Describe and/or explain similarities and/or differences between different historical developments or processes.
• Describe and/or explain causes or effects of a specific historical development or process.
• Describe and/or explain patterns of continuity and/or change over time.
• Use context to explain the relative historical significance of a specific historical development or process.
• Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
• Explain the relative historical significance of different causes and/or effects.
• Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

• How have diplomatic, economic, cultural, and military interactions between empires, nations, and peoples influenced the development of America and its increasingly important role in the world?
• In what ways have the development of and debates regarding democracy, freedom, citizenship, diversity, and individualism contributed to shaping American national identity, cultural values, and beliefs about American exceptionalism, and how do these ideas, in turn, shape political institutions and society? Additionally, how can we support an argument about the coexistence of American history, national identity, and culture with various degrees of regional and group identities?
• How have social categories, roles, and practices been created, maintained, challenged, and transformed throughout American history, and what impact have these changes had on shaping government policy, economic systems, culture, and the lives of citizens?
• How do debates between social and political groups regarding the role of government in American social, political, and economic life influence government policy, institutions, political parties, and the rights of citizens?
• How do creative expression, demographic change, philosophy, religious beliefs, scientific ideas, social mores, and technology compare and interact, and in what ways do they shape national, regional, and group cultures in America? Additionally, how do these varying cultures play a role in influencing government policy and developing economic systems?

• How did the French and Indian War (Seven Years' War) and its subsequent Treaty of Paris impact the development of the American colonies and their relationship with the British Empire?
• What were the primary economic motivations for British colonial expansion in North America, and how did these motivations contribute to tensions with Native American tribes?
• How did the American Revolution challenge traditional European notions of empire and monarchy, and what new ideas about governance emerged in its wake?
• What was the significance of the Northwest Ordinance of 1787, and how did it shape the future of the United States and its expansion westward?
• How did the ideas of Enlightenment thinkers like John Locke and Jean-Jacques Rousseau influence the development of American political thought and the principles of the Declaration of Independence?
• What role did the American Revolution play in shaping the nation's founding ideals of liberty, equality, and self-government?
• How did the debate over slavery and the institution of slavery challenge the nation's ideals of freedom and equality?
• What were the primary differences between the Federalists and Anti-Federalists, and how did their debates shape the ratification of the Constitution?
• What were the primary challenges faced by Native American tribes during the period, and how did they respond to European colonization?
• How did the Articles of Confederation reflect the experiences and concerns of the American people following the Revolution?
• What were the primary weaknesses of the Articles of Confederation, and why did they lead to the need for a new constitution?
• How did the Constitution address the concerns of both large and small states, and how did it balance the powers of the federal government and the states?
• How did the Great Awakening influence religious practices and beliefs in the colonies?
   

• The American Pageant: A History of the American People
• Primary/Secondary Sources
• Teacher-made materials
   

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Projects
   

College Board Standards

• KC-4.1 The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them. 
• KC-4.1.I The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties. 
• KC-4.1.II While Americans embraced a new national culture, various groups developed distinctive cultures of their own. 
• KC-4.1.III Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.
• KC-4.2 Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities. 
• KC-4.2.I New transportation systems and technologies dramatically expanded manufacturing and agricultural production. 
• KC-4.2.II The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations. 
• KC-4.2.III Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions. 
• KC-4.3 The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives. 
• KC-4.3.I Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade. 
• KC-4.3.II The United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.
• KC-4.1.I.A In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers. 
• KC-4.1.I.B Supreme Court decisions established the primacy of the judiciary in determining the meaning of the Constitution and asserted that federal laws took precedence over state laws. 
• KC-4.3.I.A.i Following the Louisiana Purchase, the U.S. government sought influence and control over North America through a variety of means, including exploration and diplomatic efforts.
• KC-4.1.I.D Regional interests often trumped national concerns as the basis for many political leaders’ positions on slavery and economic policy. 
• KC-4.2.III.D Plans to further unify the U.S. economy, such as the American System, generated debates over whether such policies would benefit agriculture or industry, potentially favoring different sections of the country. 
• KC-4.3.II.C Congressional attempts at political compromise, such as the Missouri Compromise, only temporarily stemmed growing tensions between opponents and defenders of slavery.
• KC-4.3.I Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade. 
• KC-4.3.I.A.ii The U.S. government sought influence and control over the Western Hemisphere through a variety of means, including military actions, American Indian removal, and diplomatic efforts such as the Monroe Doctrine.
• KC-4.2.I.A Entrepreneurs helped to create a market revolution in production and commerce, in which market relationships between producers and consumers came to prevail as the manufacture of goods became more organized. 
• KC-4.2.I.B Innovations including textile machinery, steam engines, interchangeable parts, the telegraph, and agricultural inventions increased the efficiency of production methods. 
• KC-4.2.I.C Legislation and judicial systems supported the development of roads, canals, and railroads, which extended and enlarged markets and helped foster regional interdependence. Transportation networks linked the North and Midwest more closely than they linked regions in the South. 
• KC-4.2.III.B Increasing Southern cotton production and the related growth of Northern manufacturing, banking, and shipping industries promoted the development of national and international commercial ties.
• KC-4.2.III.A Large numbers of international migrants moved to industrializing Northern cities, while many Americans moved west of the Appalachians, developing thriving new communities along the Ohio and Mississippi rivers. 
• KC-4.2.II.B The growth of manufacturing drove a significant increase in prosperity and standards of living for some; this led to the emergence of a larger middle class and a small but wealthy business elite, but also to a large and growing population of laboring poor. 
• KC-4.2.II.A Increasing numbers of Americans, especially women and men working in factories, no longer relied on semi-subsistence agriculture; instead they supported themselves producing goods for distant markets. 
• KC-4.2.II.C Gender and family roles changed in response to the market revolution, particularly with the growth of definitions of domestic ideals that emphasized the separation of public and private spheres.
• KC-4.1.I The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.
• KC-4.1.I.C By the 1820s and 1830s, new political parties arose—the Democrats, led by Andrew Jackson, and the Whigs, led by Henry Clay— that disagreed about the role and powers of the federal government and issues such as the national bank, tariffs, and federally funded internal improvements. 
• KC-4.3.I.B Frontier settlers tended to champion expansion efforts, while American Indian resistance led to a sequence of wars and federal efforts to control and relocate American Indian populations.
• KC-4.1.II.B A new national culture emerged that combined American elements, European influences, and regional cultural sensibilities. 
• KC-4.1.II.C Liberal social ideas from abroad and Romantic beliefs in human perfectibility influenced literature, art, philosophy, and architecture.
• KC-4.1.II.A.i The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution, along with greater social and geographical mobility, contributed to a Second Great Awakening among Protestants.
• KC-4.1.II.A.ii The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution, along with greater social and geographical mobility, contributed to moral and social reforms and inspired utopian and other religious movements. 
• KC-4.1.III.A Americans formed new voluntary organizations that aimed to change individual behaviors and improve society through temperance and other reform efforts. 
• KC-4.1.III.B.i Abolitionist and antislavery movements gradually achieved emancipation in the North, contributing to the growth of the free African American population, even as many state governments restricted African Americans’ rights. 
• KC-4.3.II.B.i Antislavery movements increased in the North.
• KC-4.1.III.C A women’s rights movement sought to create greater equality and opportunities for women, expressing its ideals at the Seneca Falls Convention.
• KC-4.1.III.B.ii Antislavery efforts in the South were largely limited to unsuccessful slave rebellions. 
• KC-4.1.II.D Enslaved blacks and free African Americans created communities and strategies to protect their dignity and family structures, and they joined political efforts aimed at changing their status.
• KC-4.3.II.B.ii In the South, although the majority of Southerners owned no slaves, most leaders argued that slavery was part of the Southern way of life. 
• KC-4.2.III.C Southern business leaders continued to rely on the production and export of traditional agricultural staples, contributing to the growth of a distinctive Southern regional identity. 
• KC-4.3.II.A As overcultivation depleted arable land in the Southeast, slaveholders began relocating their plantations to more fertile lands west of the Appalachians, where the institution of slavery continued to grow.
• KC-4.1 The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them. 
• KC-4.1.I The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties. 
• KC-4.1.II While Americans embraced a new national culture, various groups developed distinctive cultures of their own. 
• KC-4.1.III Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.
• KC-4.2 Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities. 
• KC-4.2.I New transportation systems and technologies dramatically expanded manufacturing and agricultural production. 
• KC-4.2.II The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations. 
• KC-4.2.III Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions. 
• KC-4.3 The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives. 
• KC-4.3.I Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade. 
• KC-4.3.II The United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
   

• The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties. (APUSH Key Concept 4:1.I)
• While Americans embraced a new national culture, various groups developed distinctive cultures of their own. (APUSH Key Concept 4:1.II)
• Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government
• institutions to advance their ideals (APUSH Key Concept 4:1.III)
• New transportation systems and technologies dramatically expanded manufacturing and agricultural production. (APUSH Key Concept 4:2.I)
• The changes caused by the market revolution had significant effects on U.S. society, worker’s lives, and gender and family relations. (APUSH
• Key Concept 4:2.II)
• Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions.
• (APUSH Key Concept 4:2.III)
• Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade. (APUSH Key Concept 4:3.I)
   

• The United States began to develop a modern democracy and celebrated a new national culture, while American’s sought to define the nation’s democratic ideals and change their society and institutions to match them. (APUSH Key Concept 4:1)
• Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities. (APUSH Key Concept 4:2)
• The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives. (APUSH Key Concept 4:3)

• Satisfactorily answer the short answer and long essay questions on the APUSH test.
• Support an argument explaining the APUSH Key Concepts using specific and relevant examples of evidence.
• Describe and/or explain an accurate historical context for a specific historical development or process.
• Describe and/or explain similarities and/or differences between different historical developments or processes.
• Describe and/or explain causes or effects of a specific historical development or process.
• Describe and/or explain patterns of continuity and/or change over time.
• Use context to explain the relative historical significance of a specific historical development or process.
• Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
• Explain the relative historical significance of different causes and/or effects.
• Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.
   

• How do debates between social and political groups regarding the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens?
• In what ways do diplomatic, economic, cultural, and military interactions between empires, nations, and peoples influence the development of America and its increasingly important role in the world?
• Why is the interplay between markets, private enterprise, labor, technology, and government policy significant in shaping the American economy? Additionally, how does economic activity influence society and government policy while driving technological innovation?
• How have social categories, roles, and practices been created, maintained, challenged, and transformed throughout American history, and what effects have these changes had on shaping government policy, economic systems, culture, and the lives of citizens?
• How do creative expression, demographic change, philosophy, religious beliefs, scientific ideas, social mores, and technology compare to one another, and how do they shape national, regional, and group cultures in America? Furthermore, how do these varying cultures influence government policy and contribute to the development of economic systems?
• What geographic and environmental factors, including competition over and debates about natural resources, have shaped the development of America and fostered regional diversity?
• How can we support an argument about how the development of America impacts the environment and reshapes geography, leading to debates about environmental and geographic issues?
   

• How did the election of Thomas Jefferson and the subsequent Democratic-Republican Party influence the direction of American government and policy?
• How did the Missouri Compromise address the growing sectional tensions over slavery and the expansion of the United States westward?
• What was the significance of Jacksonian democracy, and how did it expand political participation and challenge traditional notions of elite rule?
• How did the War of 1812 impact American nationalism and the nation's relationship with Great Britain?
• What was the Monroe Doctrine, and how did it assert American influence in the Western Hemisphere?
• How did the Mexican-American War and the acquisition of territory in the Southwest contribute to the growing sectional tensions over slavery?
• What were the primary foreign policy challenges facing the United States in the 1820s and 1830s, and how did the government respond?
• How did the Industrial Revolution transform the American economy and society, and what were the primary factors driving this transformation?
• How did technological advancements such as the cotton gin and the steam engine impact the American economy and society?
• What were the primary economic differences between the North and South, and how did these differences contribute to sectional tensions?
• How did the Second Great Awakening influence social and religious movements in the United States?
• What was the role of women in the early 19th century, and how did the women's rights movement challenge traditional gender roles?
• How did the abolitionist movement challenge the institution of slavery and contribute to growing sectional tensions?
• What were the primary philosophical and intellectual movements of the early 19th century, and how did they shape American thought and culture?
• What were the primary cultural differences between the North and South, and how did these differences contribute to sectional tensions?
• How did the Louisiana Purchase and the acquisition of Florida expand the territory of the United States and shape its geographic boundaries?
• How did the development of transportation infrastructure, such as canals and railroads, connect different regions of the United States and facilitate economic growth?
   

• The American Pageant: A History of the American People
• Primary/Secondary Sources
• Teacher-made materials
   

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Projects
   

College Board Standards

• KC-5.1 The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries. 
• KC-5.1.I Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives. 
• KC-5.1.II In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.
• KC-5.2 Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war. 
• KC-5.2.I Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South. 
• KC-5.2.II Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states. 
• KC-5.3 The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights. 
• KC-5.3.I The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War. 
• KC-5.3.II.i Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.
• KC-5.1.I.A The desire for access to natural and mineral resources and the hope of many settlers for economic opportunities or religious refuge led to an increased migration to and settlement in the West. 
• KC-5.1.I.B Advocates of annexing western lands argued that Manifest Destiny and the superiority of American institutions compelled the United States to expand its borders westward to the Pacific Ocean. 
• KC-5.1.I.D Westward migration was boosted during and after the Civil War by the passage of new legislation promoting western transportation and economic development. 
• KC-5.1.I.E U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives to create more ties with Asia.
• KC-5.1.I.C The United States added large territories in the West through victory in the Mexican– American War and diplomatic negotiations, raising questions about the status of slavery, American Indians, and Mexicans in the newly acquired lands. 
• KC-5.1.II.C U.S. government interaction and conflict with Mexican Americans and American Indians increased in regions newly taken from American Indians and Mexico, altering these groups’ economic self-sufficiency and cultures
• KC-5.2.II.A The Mexican Cession led to heated controversies over whether to allow slavery in the newly acquired territories. 
• KC-5.2.II.B.i The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Compromise of 1850.
• KC-5.1.II.A Substantial numbers of international migrants continued to arrive in the United States from Europe and Asia, mainly from Ireland and Germany, often settling in ethnic communities where they could preserve elements of their languages and customs. 
• KC-5.1.II.B A strongly anti-Catholic nativist movement arose that was aimed at limiting new immigrants’ political power and cultural influence.
• KC-5.2.I.A The North’s expanding manufacturing economy relied on free labor in contrast to the Southern economy’s dependence on slave labor. Some Northerners did not object to slavery on principle but claimed that slavery would undermine the free labor market. As a result, a free-soil movement arose that portrayed the expansion of slavery as incompatible with free labor. 
• KC-5.2.I.B African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, presenting moral arguments against the institution, assisting slaves’ escapes, and sometimes expressing a willingness to use violence to achieve their goals. 
• KC-5.2.I.C Defenders of slavery based their arguments on racial doctrines, the view that slavery was a positive social good, and the belief that slavery and states’ rights were protected by the Constitution.
• KC-5.2.II.B.ii The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Kansas–Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce conflict. 
• KC-5.2.II.C 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.
• KC-5.2.II.D Abraham Lincoln’s victory on the Republicans’ free-soil platform in the presidential election of 1860 was accomplished without any Southern electoral votes. After a series of contested debates about secession, most slave states voted to secede from the Union, precipitating the Civil War.
• KC-5.3.I.A Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition. 
• KC-5.3.I.D Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the South’s infrastructure.
• KC-5.3.I.B Lincoln and most Union supporters began the Civil War to preserve the Union, but Lincoln’s decision to issue the Emancipation Proclamation reframed the purpose of the war and helped prevent the Confederacy from gaining full diplomatic support from European powers. Many African Americans fled southern plantations and enlisted in the Union Army, helping to undermine the Confederacy. 
• KC-5.3.I.C Lincoln sought to reunify the country and used speeches such as the Gettysburg Address to portray the struggle against slavery as the fulfillment of America’s founding democratic ideals.
• KC-5.3.II.ii Reconstruction altered relationships between the states and the federal government and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities. 
• KC-5.3.II.A The 13th Amendment abolished slavery, while the 14th and 15th amendments granted African Americans citizenship, equal protection under the laws, and voting rights. 
• KC-5.3.II.B The women’s rights movement was both emboldened and divided over the 14th and 15th amendments to the Constitution. 
• 5.3.II.C Efforts by radical and moderate Republicans to change the balance of power between Congress and the presidency and to reorder race relations in the defeated South yielded some short-term successes. Reconstruction opened up political opportunities and other leadership roles to former slaves, but it ultimately failed, due both to determined Southern resistance and the North’s waning resolve.
• KC-5.3.II.D Southern plantation owners continued to own the majority of the region’s land even after Reconstruction. Former slaves sought land ownership but generally fell short of self-sufficiency, as an exploitative and soil-intensive sharecropping system limited blacks’ and poor whites’ access to land in the South. 
• KC-5.3.II.E Segregation, violence, Supreme Court decisions, and local political tactics progressively stripped away African American rights, but the 14th and 15th Amendments eventually became the basis for court decisions upholding civil rights in the 20th century.
• KC-5.1 The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries. 
• KC-5.1.I Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives. 
• KC-5.1.II In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.
• KC-5.2 Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war. 
• KC-5.2.I Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South. 
• KC-5.2.II Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states. 
• KC-5.3 The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights. 
• KC-5.3.I The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War. 
• KC-5.3.II.i Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives. (APUSH Key Concept 5.1: I)
• In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants. (APUSH Key Concept 5.1: II)
• Ideological and economic differences over slavery produced and array of diverging responses from Americans in the North and South. (APUSH Key Concept 5.2: I)
• Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states. (APUSH Key Concept 5.2: II)
• The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War. (APUSH Key Concept 5.3: I)
• Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities. (APUSH Key Concept 5.3: II)

• The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries. (APUSH Key Concept 5.1)
• Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war. (APUSH Key Concept 5.2)
• The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession but left unresolved many questions about the power of the federal government and citizenship rights. (APUSH Key Concept 5.3)

• Satisfactorily answer the short answer and long essay questions on the APUSH test.
• Support an argument explaining the APUSH Key Concepts using specific and relevant examples of evidence.
• Describe and/or explain an accurate historical context for a specific historical development or process.
• Describe and/or explain similarities and/or differences between different historical developments or processes.
• Describe and/or explain causes or effects of a specific historical development or process.
• Describe and/or explain patterns of continuity and/or change over time.
• Use context to explain the relative historical significance of a specific historical development or process.
• Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
• Explain the relative historical significance of different causes and/or effects.
• Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

• How have geographic and environmental factors, including competition and debates over natural resources, influenced the development of America and its regional diversity?
• How does the development of America impact the environment and geography, leading to environmental and geographic debates?
• How have diplomatic, economic, cultural, and military interactions among empires, nations, and peoples shaped America's development and its growing global influence?
• How have the development and discussion of democracy, freedom, citizenship, diversity, and individualism shaped American national identity, cultural values, and beliefs about exceptionalism, and how, in turn, have these ideas influenced political institutions and society?
• How have creative expression, demographic changes, philosophy, religious beliefs, scientific ideas, social mores, and technology influenced national, regional, and group cultures in America, and how have these cultures shaped government policy and economic systems?
• How have debates among social and political groups about the role of government in American social, political, and economic life shaped government policy, institutions, political parties, and citizens' rights?
   

• How did the discovery of gold in California and the subsequent Gold Rush impact the development of the American West and the nation's economy?
• How did the Homestead Act and the Pacific Railway Acts contribute to the settlement of the West and the expansion of the United States?
• How did the Mexican-American War and the acquisition of territory in the Southwest contribute to the growing sectional tensions over slavery?
• What were the primary foreign policy challenges facing the United States in the 1850s and 1860s, and how did the government respond?
• How did the Civil War and its aftermath impact the United States' role in the world?
• What were the primary economic and diplomatic challenges facing the United States in the Reconstruction era?
• How did the debates over slavery and the expansion of the United States westward contribute to the growing sectional tensions that led to the Civil War?
• What was the significance of the Emancipation Proclamation, and how did it transform the meaning of freedom and equality in the United States?
• How did the Reconstruction era attempt to address the legacy of slavery and promote racial equality, and what were the challenges it faced?
• What were the primary differences between the Republican and Democratic parties in the 1860s and 1870s, and how did their debates shape government policy and the nation's future?
• How did the election of Abraham Lincoln and the subsequent Republican Party influence the direction of American government and policy?
• How did the Civil War and its aftermath transform the American economy and society?
• What were the primary challenges faced by African Americans during the Reconstruction era, and how did they struggle to achieve equality and citizenship?
   

• The American Pageant: A History of the American People
• Primary/Secondary Sources
• Teacher-made materials
   

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Projects
   

College Board Standards

• KC-6.1 Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States.
• KC-6.1.I Large-scale industrial production— accompanied by massive technological change, expanding international communication networks, and pro-growth government policies—generated rapid economic development and business consolidation. 
• KC-6.1.II A variety of perspectives on the economy and labor developed during a time of financial panics and downturns. 
• KC-6.1.III New systems of production and transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.
• KC-6.2 The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change. 
• KC-6.2.I International and internal migration increased urban populations and fostered the growth of a new urban culture. 
• KC-6.2.II Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict. 
• KC-6.3 The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies. 
• KC-6.3.I New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age. 
• KC-6.3.II Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.
• KC-6.1.III.A Improvements in mechanization helped agricultural production increase substantially and contributed to declines in food prices. 
• KC-6.1.III.B Many farmers responded to the increasing consolidation in agricultural markets and their dependence on the evolving railroad system by creating local and regional cooperative organizations. 
• KC-6.1.I.A Following the Civil War, government subsidies for transportation and communication systems helped open new markets in North America. 
• KC-6.2.II.A The building of transcontinental railroads, the discovery of mineral resources, and government policies promoted economic growth and created new communities and centers of commercial activity.
• KC-6.2.II.B In hopes of achieving ideals of self-sufficiency and independence, migrants moved to both rural and boomtown areas of the West for opportunities, such as building the railroads, mining, farming, and ranching. 
• KC-6.2.II.C As migrant populations increased in number and the American bison population was decimated, competition for land and resources in the West among white settlers, American Indians, and Mexican Americans led to an increase in violent conflict. 
• KC-6.2.II.D The U.S. government violated treaties with American Indians and responded to resistance with military force, eventually confining American Indians to reservations and denying tribal sovereignty. 
• KC-6.2.II.E Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economic practices.
• KC-6.1.II.D Despite the industrialization of some segments of the Southern economy—a change promoted by Southern leaders who called for a “New South”—agriculture based on sharecropping and tenant farming continued to be the primary economic activity in the South. 
• KC-6.3.II.C The Supreme Court decision in Plessy v. Ferguson that upheld racial segregation helped to mark the end of most of the political gains African Americans made during Reconstruction. Facing increased violence, discrimination, and scientific theories of race, African American reformers continued to fight for political and social equality.
• KC-6.1.I.B.i Businesses made use of technological innovations and greater access to natural resources to dramatically increase the production of goods.
• KC-6.1.I Large-scale industrial production— accompanied by massive technological change, expanding international communication networks, pro-growth government policies—generated rapid economic development and business consolidation. 
• KC-6.1.I.B.ii Businesses made use of redesigned financial and management structures, advances in marketing, and a growing labor force to dramatically increase the production of goods. 
• KC-6.1.I.D Many business leaders sought increased profits by consolidating corporations into large trusts and holding companies, which further concentrated wealth. 
• KC-6.1.I.E.i Businesses increasingly looked outside U.S. borders in an effort to gain greater influence and control over markets and natural resources in the Pacific Rim, Asia, and Latin America.
• KC-6.1.I.C As the price of many goods decreased, workers’ real wages increased, providing new access to a variety of goods and services; many Americans’ standards of living improved, while the gap between rich and poor grew. 
• KC-6.1.II.C Labor and management battled over wages and working conditions, with workers organizing local and national unions and/or directly confronting business leaders. 
• KC-6.1.II.B.i The industrial workforce expanded and child labor increased.
• KC-6.1.II.B.ii The industrial workforce expanded and became more diverse through internal and international migration. 
• KC-6.2.I.A As cities became areas of economic growth featuring new factories and businesses, they attracted immigrants from Asia and southern and eastern Europe, as well as African American migrants within and out of the South. Many migrants moved to escape poverty, religious persecution, and limited opportunities for social mobility in their home countries or regions. 
• KC-6.2.I.B Urban neighborhoods based on particular ethnicities, races, and classes provided new cultural opportunities for city dwellers.
• KC-6.2.I.C Increasing public debates over assimilation and Americanization accompanied the growth of international migration. Many immigrants negotiated compromises between the cultures they brought and the culture they found in the United States. 
• KC-6.3.I.A Social commentators advocated theories later described as Social Darwinism to justify the success of those at the top of the socioeconomic structure as both appropriate and inevitable. 
• KC-6.3.II.B.i Many women, like Jane Addams, worked in settlement houses to help immigrants adapt to U.S. language and customs.
• KC-6.2.I.E Corporations’ need for managers and for male and female clerical workers, as well as increased access to educational institutions, fostered the growth of a distinctive middle class. A growing amount of leisure time also helped expand consumer culture. 
• KC-6.3.I.B Some business leaders argued that the wealthy had a moral obligation to help the less fortunate and improve society, as articulated in the idea known as the Gospel of Wealth, and they made philanthropic contributions that enhanced educational opportunities and urban environments.
• KC-6.3.I.C A number of artists and critics, including agrarians, utopians, socialists, and advocates of the Social Gospel, championed alternative visions for the economy and U.S. society. 
• KC-6.3.II.B.ii Many women sought greater equality with men, often joining voluntary organizations, going to college, and promoting social and political reform.
• KC-6.1.II.A Some argued that laissez-faire policies and competition promoted economic growth in the long run, and they opposed government intervention during economic downturns. 
• KC-6.1.I.E.ii 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 Rim, Asia, and Latin America.
• KC-6.1.III.C Economic instability inspired agrarian activists to create the People’s (Populist) Party, which called for a stronger governmental role in regulating the American economic system. 
• KC-6.3.II.A The major political parties appealed to lingering divisions from the Civil War and contended over tariffs and currency issues, even as reformers argued that economic greed and self-interest had corrupted all levels of government. 
• KC-6.2.I.D In an urban atmosphere where the access to power was unequally distributed, political machines thrived, in part by providing immigrants and the poor with social services.
• KC-6.1 Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States. 
• KC-6.1.I Large-scale industrial production— accompanied by massive technological change, expanding international communication networks, and pro-growth government policies—generated rapid economic development and business consolidation. 
• KC-6.1.II A variety of perspectives on the economy and labor developed during a time of financial panics and downturns. 
• KC-6.1.III New systems of production and transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety of responses from farmers.
• KC-6.2 The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change. 
• KC-6.2.I International and internal migration increased urban populations and fostered the growth of a new urban culture. 
• KC-6.2.II Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict. 
• KC-6.3 The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies. 
• KC-6.3.I New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age. 
• KC-6.3.II Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and government.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• Large-scale industrial production - accompanied by massive technological change, expanding international communication networks, and pro-growth government policies - generated rapid economic development and business consolidation. (APUSH Key Concept 6.1: I)
• A variety of perspectives on the economy and labor developed during a time of financial panics and downturns. (APUSH Key Concept 6.1: II)
• New systems of production and transportation enabled consolidation within agriculture, which, along with periods of instability, spurred a variety
• of responses from farmers. (APUSH Key Concept 6.1: III)
• International and internal migration increased urban populations and fostered the growth of a new urban culture. (APUSH Key Concept 6.2: I)
• Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent
• conflict. (APUSH Key Concept 6.2: II)
• New cultural and intellectual movements both buttressed and challenged the social order of the Gilded Age. (APUSH Key Concept 6.3: I)
• Dramatic social changes in the period inspired political debates over citizenship, corruption, and the proper relationship between business and
• government. (APUSH Key Concept 6.3: II)

• Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism. (APUSH Key Concept 6.1)
• The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change. (APUSH Key Concept 6.2)
• The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies. (APUSH Key Concept 6.3)

• Satisfactorily answer the short answer and long essay questions on the APUSH test.
• Support an argument explaining the APUSH Key Concepts using specific and relevant examples of evidence.
• Describe and/or explain an accurate historical context for a specific historical development or process.
• Describe and/or explain similarities and/or differences between different historical developments or processes.
• Describe and/or explain causes or effects of a specific historical development or process.
• Describe and/or explain patterns of continuity and/or change over time.
• Use context to explain the relative historical significance of a specific historical development or process.
• Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
• Explain the relative historical significance of different causes and/or effects.
• Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

• How did push and pull factors shape immigration to and migration within America?  Consider the demographic change as a result of these moves shapes the migrants, society, and the environment. 
• How did the development of and debates about democracy, freedom, citizenship, diversity, and individualism shape American national identity, cultural values, and beliefs about American exceptionalism, and in turn, these ideas shape political institutions and society? 
• Why did the interplay between markets, private enterprise, labor, technology, and government policy shape the American economy? 
• How did social categories, roles, and practices create, maintain, challenge, and transform throughout American history, shaping government policy, economic systems, culture, and the lives of citizens?
• How did the debates between social and political groups about the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens compare to one another?
   

• What were the primary push and pull factors that led to the "New Immigration" of the late 19th century?
• How did the arrival of large numbers of immigrants from Southern and Eastern Europe impact American society and culture?
• What were the challenges faced by immigrants upon their arrival in the United States, and how did they adapt to their new surroundings?
• How did government policies and public attitudes toward immigration change during this period?
• How did the Reconstruction era attempt to address the legacy of slavery and promote racial equality, and what were the challenges it faced?
• What were the primary differences between the Republican and Democratic parties in the 1860s and 1870s, and how did their debates shape government policy and the nation's future?
• How did the development of the American West and the expansion of the United States contribute to the formation of a national identity?
• What were the primary challenges faced by Native American tribes during this period, and how did they respond to government policies and westward expansion?
• How did the Industrial Revolution continue to transform the American economy and society, and what were the primary factors driving this transformation?
• What were the primary challenges faced by American workers during the Gilded Age, and how did they organize to improve their conditions?
• What were the primary economic differences between the North and South after the Civil War, and how did these differences shape the nation's development?
• How did the rise of cities and the growth of industrialization contribute to social and economic inequality?
• How did the women's suffrage movement challenge traditional gender roles and contribute to the expansion of political rights?
• What were the primary social and economic challenges faced by African Americans during the Jim Crow era?
• How did the political machines of the Gilded Age influence American politics and government?
• What were the primary economic challenges facing the United States in the late 19th century, and how did the government respond?
• How did the Populist movement challenge the power of big business and the wealthy elite?
• What were the primary foreign policy challenges facing the United States in the late 19th century, and how did the government respond?
   

• The American Pageant: A History of the American People
• Primary/Secondary Sources
• Teacher-made materials
   

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Projects
   

College Board Standards

• KC-7.1 Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system. 
• KC-7.1.I The United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies. 
• KC-7.1.II In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures. 
• KC-7.1.III During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
• KC-7.2 Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and international migration patterns. 
• KC-7.2.I Popular culture grew in influence in U.S. society, even as debates increased over the effects of culture on public values, morals, and American national identity. 
• KC-7.2.II Economic pressures, global events, and political developments caused sharp variations in the numbers, sources, and experiences of both international and internal migrants. 
• KC-7.3 Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world. 
• KC-7.3.I In the late 19th century and early 20th century, new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific accompanied heightened public debates over America’s role in the world. 
• KC-7.3.II World War I and its aftermath intensified ongoing debates about the nation’s role in the world and how best to achieve national security and pursue American interests. 
• KC-7.3.III U.S. participation in World War II transformed American society, while the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of global, political, and military leadership.
• KC-7.3.I.A Imperialists cited economic opportunities, racial theories, competition with European empires, and the perception in the 1890s that the western frontier was “closed” to argue that Americans were destined to expand their culture and institutions to peoples around the globe. 
• KC-7.3.I.B Anti-imperialists cited principles of self-determination and invoked both racial theories and the U.S. foreign policy tradition of isolationism to argue that the United States should not extend its territory overseas.
• KC-7.3.I.C The American victory in the Spanish–American War led to the U.S. acquisition of island territories in the Caribbean and the Pacific, an increase in involvement in Asia, and the suppression of a nationalist movement in the Philippines.
• KC-7.1.II.A Some Progressive Era journalists attacked what they saw as political corruption, social injustice, and economic inequality, while reformers, often from the middle and upper classes and including many women, worked to effect social changes in cities and among immigrant populations. 
• KC-7.1.II.D The Progressives were divided over many issues. Some Progressives supported Southern segregation, while others ignored its presence. Some Progressives advocated expanding popular participation in government, while others called for greater reliance on professional and technical experts to make government more efficient. Progressives also disagreed about immigration restriction. 
• KC-7.1.II.B On the national level, Progressives sought federal legislation that they believed would effectively regulate the economy, expand democracy, and generate moral reform. Progressive amendments to the Constitution dealt with issues such as prohibition and women’s suffrage.
• KC-7.1.II.C Preservationists and conservationists both supported the establishment of national parks while advocating different government responses to the overuse of natural resources.
• KC-7.3.II.A After initial neutrality in World War I, the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs, in response to Woodrow Wilson’s call for the defense of humanitarian and democratic principles. 
• KC-7.3.II.B Although the American Expeditionary Forces played a relatively limited role in combat, the United States’ entry helped to tip the balance of the conflict in favor of the Allies. 
• KC-7.3.II.C Despite Wilson’s deep involvement in postwar negotiations, the U.S. Senate refused to ratify the Treaty of Versailles or join the League of Nations.
• KC-7.2.I.C Official restrictions on freedom of speech grew during World War I, as increased anxiety about radicalism led to a Red Scare and attacks on labor activism and immigrant culture. 
• KC-7.2.II.A.i Immigration from Europe reached its peak in the years before World War I. During World War I, nativist campaigns against some ethnic groups led to the passage of quotas that restricted immigration, particularly from southern and eastern Europe, and increased barriers to Asian immigration. 
• KC-7.2.II.B.i The increased demand for war production and labor during World War I led many Americans to migrate to urban centers in search of economic opportunities. 
• KC-7.2.II.C In the Great Migration during and after World War I, African Americans escaping segregation, racial violence, and limited economic opportunity in the South moved to the North and West, where they found new opportunities but still encountered discrimination.
• KC-7.1.I.A New technologies and manufacturing techniques helped focus the U.S. economy on the production of consumer goods, contributing to improved standards of living, greater personal mobility, and better communications systems. 
• KC-7.2.I.A New forms of mass media, such as radio and cinema, contributed to the spread of national culture as well as greater awareness of regional cultures.
• KC-7.1.I.B By 1920, a majority of the U.S. population lived in urban centers, which offered new economic opportunities for women, international migrants, and internal migrants. 
• KC-7.2.II.A.ii After World War I, nativist campaigns against some ethnic groups led to the passage of quotas that restricted immigration, particularly from southern and eastern Europe, and increased barriers to Asian immigration.
• KC-7.2.I.B Migration gave rise to new forms of art and literature that expressed ethnic and regional identities, such as the Harlem Renaissance movement. 
• KC-7.2.I.D In the 1920s, cultural and political controversies emerged as Americans debated gender roles, modernism, science, religion, and issues related to race and immigration.
• KC-7.1.I The United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies. 
• KC-7.1.I.C Episodes of credit and market instability in the early 20th century, in particular the Great Depression, led to calls for a stronger financial regulatory system. 
• KC-7.1.III During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
• KC-7.1.III.A Franklin Roosevelt’s New Deal attempted to end the Great Depression by using government power to provide relief to the poor, stimulate recovery, and reform the American economy. 
• KC-7.1.III.B Radical, union, and populist movements pushed Roosevelt toward more extensive efforts to change the American economic system, while conservatives in Congress and the Supreme Court sought to limit the New Deal’s scope. 
• KC-7.1.III.C Although the New Deal did not end the Depression, it left a legacy of reforms and regulatory agencies and fostered a long-term political realignment in which many ethnic groups, African Americans, and working class communities identified with the Democratic Party. 
• KC-7.2.II.B.ii The increased demand for war production and labor during World War II and the economic difficulties of the 1930s led many Americans to migrate to urban centers in search of economic opportunities.
• KC-7.3.II.D In the years following World War I, the United States pursued a unilateral foreign policy that used international investment, peace treaties, and select military intervention to promote a vision of international order, even while maintaining U.S. isolationism. 
• KC-7.3.II.E In the 1930s, while many Americans were concerned about the rise of fascism and totalitarianism, most opposed taking military action against the aggression of Nazi Germany and Japan until the Japanese attack on Pearl Harbor drew the United States into World War II.
• KC-7.3.III.B The mass mobilization of American society helped end the Great Depression, and the country’s strong industrial base played a pivotal role in winning the war by equipping and provisioning allies and millions of U.S. troops. 
• KC-7.3.III.C.i Mobilization provided opportunities for women and minorities to improve their socioeconomic positions for the war’s duration, while also leading to debates over racial segregation. Wartime experiences also generated challenges to civil liberties, such as the internment of Japanese Americans. 
• KC-7.2.II.D Migration to the United States from Mexico and elsewhere in the Western Hemisphere increased, in spite of contradictory government policies toward Mexican immigration.
• KC-7.3.III.A Americans viewed the war as a fight for the survival of freedom and democracy against fascist and militarist ideologies. This perspective was later reinforced by revelations about Japanese wartime atrocities, Nazi concentration camps, and the Holocaust. 
• KC-7.3.III.C.ii Military service provided opportunities for women and minorities to improve their socioeconomic positions for the war’s duration, while also leading to debates over racial segregation. 
• KC-7.3.III.D The United States and its allies achieved military victory through Allied cooperation, technological and scientific advances, the contributions of servicemen and women, and campaigns such as Pacific “island-hopping” and the D-Day invasion. The use of atomic bombs hastened the end of the war and sparked debates about the morality of using atomic weapons.
• KC-7.3.III.E The war-ravaged condition of Asia and Europe, and the dominant U.S. role in the Allied victory and postwar peace settlements, allowed the United States to emerge from the war as the most powerful nation on Earth.
• KC-7.1 Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system. 
• KC-7.1.I The United States continued its transition from a rural, agricultural economy to an urban, industrial economy led by large companies. 
• KC-7.1.II In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures. 
• KC-7.1.III During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.
• KC-7.2 Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and international migration patterns. 
• KC-7.2.I Popular culture grew in influence in U.S. society, even as debates increased over the effects of culture on public values, morals, and American national identity. 
• KC-7.2.II Economic pressures, global events, and political developments caused sharp variations in the numbers, sources, and experiences of both international and internal migrants. 
• KC-7.3 Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world. 
• KC-7.3.I In the late 19th century and early 20th century, new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific accompanied heightened public debates over America’s role in the world. 
• KC-7.3.II World War I and its aftermath intensified ongoing debates about the nation’s role in the world and how best to achieve national security and pursue American interests. 
• KC-7.3.III U.S. participation in World War II transformed American society, while the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of global, political, and military leadership.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
   

• New technologies and manufacturing techniques helped focus the U.S. economy on the production of consumer goods, contributing to improved standards of living, greater personal mobility, and better communications systems (APUSH Key Concept 7.1: I)
• In the Progressive Era of the early 20th century, Progressives responded to political corruption, economic instability, and social concerns by calling for greater government action and other political and social measures. (APUSH Key Concept 7.1: II)
• During the 1930s, policymakers responded to the mass unemployment and social upheavals of the Great Depression by transforming the U.S. into a limited welfare state, redefining the goals and ideas of modern American liberalism.(APUSH Key Concept 7.1: III)
• Popular culture grew in influence in U.S. society, even as debates increased over the effects of culture on public values, morals, and American national identity. (APUSH Key Concept 7.2: I)
• Economic pressures, global events, and political developments caused sharp variations in the numbers, sources, and experiences of both international and internal migrants. (APUSH Key Concept 7.2: II)
• In the late 19th century and early 20th century, new U.S. territorial ambitions and acquisitions in the Western Hemisphere and the Pacific accompanied heightened public debates over America’s role in the world. (APUSH Key Concept 7.3: I)
• World War I and its aftermath intensified ongoing debates about the nation’s role in the world and how best to achieve national security and pursue American interests. (APUSH Key Concept 7.3: II)
• U.S. participation in World War II transformed American society, while the victory of the United States and its allies over the Axis powers vaulted the U.S. into a position of global, political, and military leadership. (APUSH Key Concept 7.3: III)

• Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system. (Key Concept 7.1)
• Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and
• international migration patterns. (Key Concept 7.2)
• Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world. (Key Concept 7.3)

• Satisfactorily answer the short answer and long essay questions on the APUSH test.
• Support an argument explaining the APUSH Key Concepts using specific and relevant examples of evidence.
• Describe and/or explain an accurate historical context for a specific historical development or process.
• Describe and/or explain similarities and/or differences between different historical developments or processes.
• Describe and/or explain causes or effects of a specific historical development or process.
• Describe and/or explain patterns of continuity and/or change over time.
• Use context to explain the relative historical significance of a specific historical development or process.
• Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
• Explain the relative historical significance of different causes and/or effects.
• Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

• How do diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and its growing global influence?
• In what ways do debates between social and political groups about the role of government influence government policy, institutions, political parties, and citizens' rights?
• How do geographic and environmental factors, including competition and debates over natural resources, shape America's development and regional diversity? How does America's development impact the environment and geography, leading to environmental and geographic debates?
• What factors push and pull people to immigrate to and migrate within America? How does demographic change resulting from these movements shape migrants, society, and the environment?
• Why does the interplay of markets, private enterprise, labor, technology, and government policy shape the American economy? How does economic activity influence society, government policy, and technological innovation?
• How do creative expression, demographic change, philosophy, religious beliefs, scientific ideas, social mores, and technology shape national, regional, and group cultures in America? How do these diverse cultures influence government policy and economic systems?   
• How have social categories, roles, and practices been created, maintained, challenged, and transformed throughout American history, and how have they shaped government policy, economic systems, culture, and the lives of citizens?

• How did the Spanish-American War and the acquisition of overseas territories impact the United States' role in the world?
• What were the primary foreign policy challenges facing the United States in the early 20th century, and how did the government respond?
• How did the Great Depression and World War II impact the United States' relationship with other nations?
• What was the significance of the Marshall Plan and the Truman Doctrine, and how did they shape the United States' role in the Cold War?
• How did the Progressive Era challenge the power of big business and the wealthy elite, and what reforms were implemented?
• What were the primary economic challenges facing the United States during the Great Depression, and how did the government respond?
• How did the New Deal programs of the 1930s reshape the role of government in American society and economy?
• What were the primary social and political challenges facing the United States during the Civil Rights Movement, and how did the government respond?
• How did the Panama Canal and the construction of other infrastructure projects impact the United States' economic and strategic interests?
• What were the primary environmental challenges facing the United States in the early 20th century, and how did the government respond?
• How did the conservation movement challenge the exploitation of natural resources and promote environmental protection?
• How did the immigration policies of the United States change during this period, and what were the primary challenges faced by immigrants?
• What were the primary social and cultural impacts of immigration on American society during this period?
• How did the demographic changes caused by immigration and migration shape the United States' political landscape?
• How did technological advancements such as the automobile and the airplane transform American society and economy?
• What were the primary challenges faced by American workers during the Progressive Era and the Great Depression?
• How did government policies and labor unions shape the relationship between workers and employers?
• How did the Jazz Age and the Harlem Renaissance influence American culture and society?
• How did the Great Depression and World War II impact American society and culture?
• What were the primary social and economic challenges faced by women during this period, and how did the women's suffrage movement contribute to their advancement?
   

• The American Pageant: A History of the American People
• Primary/Secondary Sources
• Teacher-made materials

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Projects
   

College Board Standards

• KC-8.1 The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences. 
• KC-8.1.I United States policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence, create a free-market global economy, and build an international security system. 
• KC-8.1.II Cold War policies led to public debates over the power of the federal government and acceptable means for pursuing international and domestic goals while protecting civil liberties.
• KC-8.2 New movements for civil rights and liberal efforts to expand the role of government generated a range of political and cultural responses. 
• KC-8.2.I Seeking to fulfill Reconstruction-era promises, civil rights activists and political leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow. 
• KC-8.2.II Responding to social conditions and the African American civil rights movement, a variety of movements emerged that focused on issues of identity, social justice, and the environment. 
• KC-8.2.III Liberalism influenced postwar politics and court decisions, but it came under increasing attack from the left as well as from a resurgent conservative movement. 
• KC-8.3 Postwar economic and demographic changes had far-reaching consequences for American society, politics, and culture. 
• KC-8.3.I Rapid economic and social changes in American society fostered a sense of optimism in the postwar years. 
• KC-8.3.II New demographic and social developments, along with anxieties over the Cold War, changed U.S. culture and led to significant political and moral debates that sharply divided the nation.
• KC-8.1.I United States policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence, create a free-market global economy, and build an international security system. 
• KC-8.1.I.A As postwar tensions dissolved the wartime alliance between Western democracies and the Soviet Union, the United States developed a foreign policy based on collective security, international aid, and economic institutions that bolstered non-Communist nations. 
• KC-8.1.I.B.i Concerned by expansionist Communist ideology and Soviet repression, the United States sought to contain communism through a variety of measures, including major military engagements in Korea. 
• KC-8.1.I.C The Cold War fluctuated between periods of direct and indirect military confrontation and periods of mutual coexistence (or détente).
• KC-8.1.II.A Americans debated policies and methods designed to expose suspected communists within the United States even as both parties supported the broader strategy of containing communism.
• KC-8.3.I.A A burgeoning private sector, federal spending, the baby boom, and technological developments helped spur economic growth.
• KC-8.3.I.B As higher education opportunities and new technologies rapidly expanded, increasing social mobility encouraged the migration of the middle class to the suburbs and of many Americans to the South and West. The Sun Belt region emerged as a significant political and economic force.
• KC-8.3.II.A Mass culture became increasingly homogeneous in the postwar years, inspiring challenges to conformity by artists, intellectuals, and rebellious youth.
• KC-8.2.I Seeking to fulfill Reconstruction-era promises, civil rights activists and political leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow. 
• KC-8.2.I.B.i The three branches of the federal government used measures including desegregation of the armed services and Brown v. Board of Education (1954) to promote greater racial equality.
• KC-8.1.I.E Cold War competition extended to Latin America, where the United States supported non-Communist regimes that had varying levels of commitment to democracy. 
• KC-8.1.II.C.i Americans debated the merits of a large nuclear arsenal and the military–industrial complex. 
• KC-8.1.I.D.i Postwar decolonization and the emergence of powerful nationalist movements in Africa and the Middle East led both sides in the Cold War to seek allies among new nations, many of which remained nonaligned.
• KC-8.1.I.B.ii Concerned by expansionist Communist ideology and Soviet repression, the United States sought to contain communism through a variety of measures, including major military engagements in Vietnam. 
• KC-8.1.I.D.ii Postwar decolonization and the emergence of powerful nationalist movements in Asia led both sides in the Cold War to seek allies among new nations, many of which remained nonaligned. 
• KC-8.1.II.C.ii Americans debated the appropriate power of the executive branch in conducting foreign and military policy.
• KC-8.2.II.C Despite an overall affluence in postwar America, advocates raised concerns about the prevalence and persistence of poverty as a national problem. 
• KC-8.2.III.A Liberalism, based on anti-communism abroad and a firm belief in the efficacy of government power to achieve social goals at home, reached a high point of political influence by the mid-1960s. 
• KC-8.2.III.B.i Liberal ideas found expression in Lyndon Johnson’s Great Society, which attempted to use federal legislation and programs to end racial discrimination, eliminate poverty, and address other social issues.
• KC-8.3.I.C Immigrants from around the world sought access to the political, social, and economic opportunities in the United States, especially after the passage of new immigration laws in 1965.
• KC-8.2.I.A During and after World War II, civil rights activists and leaders, most notably Martin Luther King Jr., combated racial discrimination utilizing a variety of strategies, including legal challenges, direct action, and nonviolent protest tactics. 
• KC-8.2.1.C Continuing resistance slowed efforts at desegregation, sparking social and political unrest across the nation. Debates among civil rights activists over the efficacy of nonviolence increased after 1965.
• KC-8.2.I.B.ii The three branches of the federal government used measures including the Civil Rights Act of 1964 to promote greater racial equality. 
• KC-8.2.III.B.ii A series of Supreme Court decisions expanded civil rights and individual liberties.
• KC-8.2.II.B Latino, American Indian, and Asian American movements continued to demand social and economic equality and a redress of past injustices. 
• KC-8.2.II.A Feminist and gay and lesbian activists mobilized behind claims for legal, economic, and social equality. 
• KC-8.3.II.B.i Feminists who participated in the counterculture of the 1960s rejected many of the social, economic, and political values of their parents’ generation and advocated changes in sexual norms.
• KC-8.1.II.B Although anti-communist foreign policy faced little domestic opposition in previous years, the Vietnam War inspired sizable and passionate anti-war protests that became more numerous as the war escalated and sometimes led to violence. 
• KC-8.2.III.D Some groups on the left also rejected liberal policies, arguing that political leaders did too little to transform the racial and economic status quo at home and pursued immoral policies abroad. 
• KC-8.3.II.B.ii Young people who participated in the counterculture of the 1960s rejected many of the social, economic, and political values of their parents’ generation, introduced greater informality into U.S. culture, and advocated changes in sexual norms.
• KC-8.1.II.D Ideological, military, and economic concerns shaped U.S. involvement in the Middle East, with several oil crises in the region eventually sparking attempts at creating a national energy policy. 
• KC-8.2.II.D Environmental problems and accidents led to a growing environmental movement that aimed to use legislative and public efforts to combat pollution and protect natural resources. The federal government established new environmental programs and regulations.
• KC-8.2.III.C In the 1960s, conservatives challenged liberal laws and court decisions and perceived moral and cultural decline, seeking to limit the role of the federal government and enact more assertive foreign policies. 
• KC-8.2.III.E Public confidence and trust in government’s ability to solve social and economic problems declined in the 1970s in the wake of economic challenges, political scandals, and foreign policy crises. 
• KC-8.2.III.F The 1970s saw growing clashes between conservatives and liberals over social and cultural issues, the power of the federal government, race, and movements for greater individual rights.
• KC-8.3.II.C The rapid and substantial growth of evangelical Christian churches and organizations was accompanied by greater political and social activism on the part of religious conservatives.
• KC-8.1 The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences. 
• KC-8.1.I United States policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence, create a free-market global economy, and build an international security system. 
• KC-8.1.II Cold War policies led to public debates over the power of the federal government and acceptable means for pursuing international and domestic goals while protecting civil liberties.
• KC-8.2 New movements for civil rights and liberal efforts to expand the role of government generated a range of political and cultural responses. 
• KC-8.2.I Seeking to fulfill Reconstruction-era promises, civil rights activists and political leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow. 
• KC-8.2.II Responding to social conditions and the African American civil rights movement, a variety of movements emerged that focused on issues of identity, social justice, and the environment. 
• KC-8.2.III Liberalism influenced postwar politics and court decisions, but it came under increasing attack from the left as well as from a resurgent conservative movement. 
• KC-8.3 Postwar economic and demographic changes had far-reaching consequences for American society, politics, and culture. 
• KC-8.3.I Rapid economic and social changes in American society fostered a sense of optimism in the postwar years. 
• KC-8.3.II New demographic and social developments, along with anxieties over the Cold War, changed U.S. culture and led to significant political and moral debates that sharply divided the nation.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• United States policymakers engaged in a cold war with the authoritarian Soviet Union, seeking to limit the growth of Communist military power and ideological influence, create a free-market global economy, and build an international security system. (APUSH Key Concept 8.1: I)
• Cold War policies led to public debates over the power of the federal government and acceptable means for pursuing international and domestic goals while protecting civil liberties. (APUSH Key Concept 8.1: II)
• Seeking to fulfill Reconstruction-era promises, civil rights activists and political leaders achieved some legal and political successes in ending segregation, although progress toward racial equality was slow.(APUSH Key Concept 8.2: I)
• Responding to social conditions and the African American civil rights movement, a variety of movements emerged that focused on issues of identity, social justice, and the environment. (APUSH Key Concept 8.2: II)
• Liberalism influenced postwar politics and court decisions, but it came under increasing attack from the left as well as from a resurgent conservative movement. (APUSH Key Concept 8.2: III)
• Rapid economic and social changes in American society fostered a sense of optimism in the postwar years. (APUSH Key Concept 8.3: I)
• New demographic and social developments, along with anxieties over the Cold War, changed U.S. culture and led to significant political and moral debates that sharply divided the nation. (APUSH Key Concept 8.3: II)

• The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences. (Key Concept 8.1)
• New movements for civil rights and liberal efforts to expand the role of government generated a range of political and cultural responses. (Key Concept 8.2)
• Postwar economic and demographic changes had far-reaching consequences for American society, politics, and culture. (Key Concept 8.3)

• Satisfactorily answer the short answer and long essay questions on the APUSH test.
• Support an argument explaining the APUSH Key Concepts using specific and relevant examples of evidence.
• Describe and/or explain an accurate historical context for a specific historical development or process.
• Describe and/or explain similarities and/or differences between different historical developments or processes.
• Describe and/or explain causes or effects of a specific historical development or process.
• Describe and/or explain patterns of continuity and/or change over time.
• Use context to explain the relative historical significance of a specific historical development or process.
• Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
• Explain the relative historical significance of different causes and/or effects.
• Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

• How did diplomatic, economic, cultural, and military interactions between empires, nations, and peoples shape the development of America and America’s increasingly important role in the world? Evaluate.
• How did the development of and debates about democracy, freedom, citizenship, diversity, and individualism shape American national identity, cultural values, and beliefs about American exceptionalism, and in turn, these ideas shape political institutions and society? Evaluate.
• Why did the interplay between markets, private enterprise, labor, technology, and government policy shape the American economy? 
• How have social categories, roles, and practices been created, maintained, challenged, and transformed throughout American history, shaping government policy, economic systems, culture, and the lives of citizens?
• How did the debates between social and political groups about the role of government in American social, political, and economic life compare and shape government policy, institutions, political parties, and the rights of citizens? 
• How do geographic and environmental factors, including competition over and debates about natural resources, shape the development of America and foster regional diversity? 
   

• How did the Cold War shape the United States' foreign policy and its relationship with other nations?
• What was the significance of the Marshall Plan and the Truman Doctrine, and how did they contribute to the containment of communism?
• How did the Vietnam War and the Watergate scandal impact American foreign policy and public opinion?
• What were the primary challenges faced by the United States in the post-Cold War era?
• How did the Civil Rights Movement and the passage of the Civil Rights Act of 1964 challenge racial segregation and discrimination?
• What was the significance of the Vietnam War protests and the counterculture movement of the 1960s?
• How did the Watergate scandal and the impeachment of President Nixon impact American politics and public trust in government?
• What were the primary challenges faced by the United States in maintaining its global leadership in the post-Cold War era?
• How did the postwar economic boom and the rise of consumer culture transform American society?
• What were the primary philosophical and intellectual movements of the 1950s and 1960s, and how did they shape American thought and culture?
• How did the feminist movement challenge traditional gender roles and contribute to the expansion of women's rights?
• What were the primary social and economic challenges faced by African Americans during the Civil Rights Movement and beyond?
• What were the primary foreign policy challenges facing the United States in the 1970s and 1980s, and how did the government respond?
• How did the Cold War and the nuclear arms race impact the United States' environmental policies and priorities?
• How did the environmental movement challenge the exploitation of natural resources and promote environmental protection?
   

• The American Pageant: A History of the American People
• Primary/Secondary Sources
• Teacher-made materials
   

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Projects
   

College Board Standards

• KC-9.1 A newly ascendant conservative movement achieved several political and policy goals during the 1980s and continued to strongly influence public discourse in the following decades. 
• KC-9.1.I Conservative beliefs regarding the need for traditional social values and a reduced role for government advanced in U.S. politics after 1980. 
• KC-9.2 Moving into the 21st century, the nation experienced significant technological, economic, and demographic changes. 
• KC-9.2.I New developments in science and technology enhanced the economy and transformed society, while manufacturing decreased. 
• KC-9.2.II The U.S. population continued to undergo demographic shifts that had significant cultural and political consequences.
• KC-9.3 The end of the Cold War and new challenges to U.S. leadership forced the nation to redefine its foreign policy and role in the world. 
• KC-9.3.I The Reagan administration promoted an interventionist foreign policy that continued in later administrations, even after the end of the Cold War. 
• KC-9.3.II Following the attacks of September 11, 2001, U.S. foreign policy efforts focused on fighting terrorism around the world.
• KC-9.1.I.A Ronald Reagan’s victory in the presidential election of 1980 represented an important milestone, allowing conservatives to enact significant tax cuts and continue the deregulation of many industries. 
• KC-9.1.I.B Conservatives argued that liberal programs were counterproductive in fighting poverty and stimulating economic growth. Some of their efforts to reduce the size and scope of government met with inertia and liberal opposition, as many programs remained popular with voters. 
• KC-9.1.I.C Policy debates continued over free-trade agreements, the scope of the government social safety net, and calls to reform the U.S. financial system. 
• KC-9.1.I Conservative beliefs regarding the need for traditional social values and a reduced role for government advanced in U.S. politics after 1980. 
• KC-9.2.II.C Intense political and cultural debates continued over issues such as immigration policy, diversity, gender roles, and family structures.
• KC-9.3.I.A Reagan asserted U.S. opposition to communism through speeches, diplomatic efforts, limited military interventions, and a buildup of nuclear and conventional weapons. 
• KC-9.3.I.B Increased U.S. military spending, Reagan’s diplomatic initiatives, and political changes and economic problems in Eastern Europe and the Soviet Union were all important in ending the Cold War. 
• KC-9.3.I.C The end of the Cold War led to new diplomatic relationships but also new U.S. military and peacekeeping interventions, as well as continued debates over the appropriate use of American power in the world.
• KC-9.2.I.A Economic productivity increased as improvements in digital communications enabled increased American participation in worldwide economic opportunities. 
• KC-9.2.I.B Technological innovations in computing, digital mobile technology, and the internet transformed daily life, increased access to information, and led to new social behaviors and networks. 
• KC-9.2.I.C Employment increased in service sectors and decreased in manufacturing, and union membership declined. 
• KC-9.2.I.D Real wages stagnated for the working and middle class amid growing economic inequality.
• KC-9.2.II.A After 1980, the political, economic, and cultural influence of the American South and West continued to increase as population shifted to those areas. 
• KC-9.2.II.B International migration from Latin America and Asia increased dramatically. The new immigrants affected U.S. culture in many ways and supplied the economy with an important labor force.
• KC-9.3.II.A In the wake of attacks on the World Trade Center and the Pentagon in 2001, the United States launched military efforts against terrorism and lengthy, controversial conflicts in Afghanistan and Iraq. 
• KC-9.3.II.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. 
• KC-9.3.II.C Conflicts in the Middle East and concerns about climate change led to debates over U.S. dependence on fossil fuels and the impact of economic consumption on the environment. 
• KC-9.3.II.D Despite economic and foreign policy challenges, the United States continued as the world’s leading superpower in the 21st century.
• KC-9.1 A newly ascendant conservative movement achieved several political and policy goals during the 1980s and continued to strongly influence public discourse in the following decades. 
• KC-9.1.I Conservative beliefs regarding the need for traditional social values and a reduced role for government advanced in U.S. politics after 1980. 
• KC-9.2 Moving into the 21st century, the nation experienced significant technological, economic, and demographic changes. 
• KC-9.2.I New developments in science and technology enhanced the economy and transformed society, while manufacturing decreased. 
• KC-9.2.II The U.S. population continued to undergo demographic shifts that had significant cultural and political consequences.
• KC-9.3 The end of the Cold War and new challenges to U.S. leadership forced the nation to redefine its foreign policy and role in the world. 
• KC-9.3.I The Reagan administration promoted an interventionist foreign policy that continued in later administrations, even after the end of the Cold War. 
• KC-9.3.II Following the attacks of September 11, 2001, U.S. foreign policy efforts focused on fighting terrorism around the world.

PA Reading Standards For Social Studies

• CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CC.8.5.11-12.B. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CC.8.5.11-12.C. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
• CC.8.5.11-12.F. Evaluate authors’ differing points of view on the same historical event or issue assessing the authors’ claims, reasoning, and evidence.
• CC.8.5.11-12.G.Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• CC.8.5.11-12.I. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

PA Writing Standards For Social Studies

• CC.8.6.11-12.A. Write arguments focused on discipline-specific content.
• CC.8.6.11-12.B.* Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
• Production and Distribution of Writing
• CC.8.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

• Conservative beliefs regarding the need for traditional social values and a reduced role for government advanced in U.S. politics after 1980. (APUSH Key Concept 9.1:I)
• New developments in science and technology enhanced the economy and transformed society, while manufacturing decreased. (APUSH Key Concept 9.2:I)
• The U.S. population continued to undergo demographic shifts that had significant cultural and political consequences. (APUSH Key Concept 9.2:II)
• The Reagan administration promoted an interventionist foreign policy that continued in later administrations, even after the end of the Cold War. (APUSH Key Concept 9.3:I)
• Following the attacks of September 11, 2001, U.S. foreign policy efforts focused on fighting terrorism around the world. (APUSH Key Concept 9.3:II)
   

• A newly ascendant conservative movement achieved several political and policy goals during the 1980s and continued to strongly influence public discourse in the following decades. (Key Concept 9.1)
• Moving into the 21st century, the nation experienced significant technological, economic, and demographic changes.
• The end of the Cold War and new challenges to U.S. leadership forced the nation to redefine its foreign policy and role in the world.( Key Concept 9.3)

• Satisfactorily answer the short answer and long essay questions on the APUSH test.
• Support an argument explaining the APUSH Key Concepts using specific and relevant examples of evidence.
• Describe and/or explain an accurate historical context for a specific historical development or process.
• Describe and/or explain similarities and/or differences between different historical developments or processes.
• Describe and/or explain causes or effects of a specific historical development or process.
• Describe and/or explain patterns of continuity and/or change over time.
• Use context to explain the relative historical significance of a specific historical development or process.
• Explain the relative historical significance of similarities and/or differences between different historical developments or processes.
• Explain the relative historical significance of different causes and/or effects.
• Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

• How do the debates between social and political groups about the role of government in American social, political, and economic life shape government policy, institutions, political parties, and the rights of citizens compare with one another? 
• How could you evaluate the diplomatic, economic, cultural, and military interactions between empires, nations, and peoples that shaped the development of America and America’s increasingly important role in the world? 
• How did the interplay between markets, private enterprise, labor, technology, and government policy shape the American economy? 
• How did push and pull factors shape immigration to and migration within America? 
   

• How did the Reagan Revolution and the deregulation of the economy shape American society and economy?
• What were the primary economic challenges facing the United States in the 1980s and 1990s, and how did the government respond?
• How did the rise of conservatism and the election of Ronald Reagan influence American politics and government?
• What were the primary debates about the role of government in American society and economy during the Clinton and Bush administrations?
• What were the primary foreign policy challenges facing the United States in the post-Cold War era?
• How did the September 11th attacks and the subsequent War on Terror impact the United States' foreign policy and its relationship with other nations?
• What was the significance of the rise of China and India as global powers, and how did it impact the United States' economic and strategic interests?
• How did the United States' role in international organizations such as the United Nations and NATO change during this period?
• How did technological advancements such as the internet and mobile phones transform American society and economy?
• What were the primary economic challenges facing the United States in the 21st century, including globalization and economic inequality?
• How did the demographic changes caused by immigration and migration shape the United States' political landscape and cultural diversity?
• What were the primary challenges faced by immigrants upon their arrival in the United States, and how did they adapt to their new surroundings?
• How did government policies and public attitudes toward immigration change during this period?
   

• The American Pageant: A History of the American People
• Primary/Secondary Sources
• Teacher-made materials
   

• Ronald Reagan
• Tax cuts
• Deregulation
• Conservative resurgence
• Debates over: free-trade agreements, social safety regulations, financial system reform
• LGBTQ+ rights
• End of Cold War
• Military buildup
• Economic problems in Eastern Europe
• New U.S. military interventions
• International migration
• Diversity
• Technological innovations
• Global trade and economy
• Globalization
• Internet transforming daily life
• Growth of service sectors
• Growing inequality
• Stagflation
• Population shift
• International migration
• Diversity

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Projects