alignment of the california standards for 11th grade...

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Alignment of the California Standards for 11th

Grade U.S. History

to the AP® U.S. History Curriculum Framework

Prepared by California state teachers and educators for the College Board, June 2012

Overview

In an effort to better meet the needs of universities, teachers, and students the College Board has substantially revised the Advanced

Placement Program® (AP

®) U.S. History course. This redesign has resulted in the creation of a new AP

® United States History

Curriculum Framework (APUSHCF) that highlights four types of historical thinking skills and a set of learning objectives organized

by seven course themes. In addition, it includes a concept outline ranging across nine historical periods. Each historical period of the

concept outline includes three key concepts and specific supporting concepts. The California History-Social Science Standards

(CHSSS) for United States History and Geography (Grade Eleven) consist of eleven content standards, divided into specific sub-

standards, which are both thematic and chronological as well as three types of Historical and Social Sciences Analysis Skills. The

purpose of this document is to help AP U.S. History teachers in California reconcile the APUSHCF with the demands of the CHSSS.

Skills

The APUSHCF discusses four broad types of reasoning skills that should be developed by students during an AP U.S. History course

while the CHSSS identify three intellectual skills that students should learn through a grade eleven U.S. History course. The respective

skills are listed in the following chart. There is a high degree of overlap between the two skill sets.

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AP U.S. History Course Framework

Historical Thinking Skills

California Historical and Social Sciences

Thinking Skills

Chronological Reasoning Chronological and Spatial Thinking

Crafting Historical Arguments from

Historical Evidence

Historical Research, Evidence,

and Point of View

Historical Interpretation and Synthesis Historical Interpretation

Comparison and Contextualization

The first set of skills called for in each document emphasizes the student’s ability to understand the concept of change over time. The

APUSHCF includes the sub-skill of periodization in which the student learns to place events into particular groupings based on

chronology while the CHSSS have an additional focus on the student learning how to place events into context as they relate to

geographic locations. Teachers should note that the geographic element to the aforementioned CHSSS skill correlates well to the

APUSHCF theme of “Environment and Geography (Human and Physical)”.

The second skill type in both columns calls for students to be exposed to a variety of historical sources and to learn to evaluate their

veracity. The APUSHCF emphasizes argumentation skills, while the CHSSS refrain from using the same term, but calls for a similar

result, thus simplifying the task of the AP U.S. History teacher in California.

In the third skill set from both documents, the student learns how to interpret historical events using a variety of factors with a clear

emphasis on avoiding viewing these events strictly through contemporary norms. The CHSSS have an additional focus on cost-benefit

analyses and the APUSHCF includes a separate section on helping students develop skills necessary to utilize other disciplines in

order to synthesize historical reflections.

California teachers of AP U.S. History will find that the fourth skill in the first column, Comparison and Contextualization, draws

upon skills of Point of View and Spatial Thinking from the CHSSS. This skill set is manifested within the periodization approach set

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forth in the APUSHCF. Since the CHSSS are generally not organized in a thematic manner, it is important that the student be able to

identify specific historical themes and analyze their impact and effect in different eras.

Themes

The APUSHCF offers teachers a hybrid approach to organizing the course by including both a set of learning objectives organized

around seven themes and a concept outline spread across nine chronological periods. The CHSSS differ in that there is no attempt to

offer such specific themes or timeframes. However, the experienced teacher will quickly note that the eleven state standards include

two that are predominantly thematic: 11.3 (the role and impact of religion) and 11.10 (federal civil rights and voting rights). The

following table correlates the CHSSS with the seven themes found in the APUSHCF. The table is not intended to be exhaustive in that

it excludes any topic found in the state standards from any of the seven themes, but it is simply a tool to aid teachers in connecting the

two documents.

Learning Objectives

The Learning Objectives have been organized into seven distinct themes to better help teachers organize the curriculum. Each theme

has its respective learning objectives that guide the instructor from broad historical concepts to the specific events that shaped the

course of American history. One should view the “Overarching Questions” and “Learning Objectives” as central questions and main

ideas while the “particulars” are specific data points that a student will need to master in order to understand the eight themes.

In an effort to provide further detail, the concept outlines make direct references to the California History-Social Sciences Sub-

Standards. This granularity is designed to ensure that the APUSH curriculum is in alignment with the state standards. By adhering to

the thematic learning objectives, the teacher will ensure that his or her curriculum meets the rigorous demands of an AP course while

simultaneously preparing students for the content demands of the state exams.

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APUSHCF Theme Thematic Overview

California History-

Social Sciences

Sub-Standards

Identity

Identity is an exploration of what it means

to be an American. This theme is present in

a majority of the sub-standards for the

CHSSS. It is specifically manifested in the

following areas: immigration, religion,

demographic patterns, and the struggle for

civil rights for African-Americans, women

and other minority groups.

11.1.4, 11.2.1, 11.2.3,

11.3.1, 11.3.4, 11.3.5,

11.5.2, 11.5.4, 11.5.5,

11.5.6, 11.7.3, 11.7.5,

11.10.1, 11.10.2, 11.10.3,

11.10.5, 11.10.7, 11.11.7

Work, Exchange and

Technology

This theme is woven throughout the

CHSSS. It focuses primarily on economic

patterns and their impact on the

environment and various groups as well as

the increasing role of government in the

economy. It also emphasizes dynamic

changes in technology and their impact on

the economy and California in particular.

11.1.4, 11.2.1, 11.2.2,

11.2.5, 11.2.6, 11.4.5,

11.5.6, 11.5.7, 11.6.1,

11.6.2, 11.6.3, 11.6.4,

11.6.5, 11.7.6, 11.7.8,

11.8.1, 11.8.2, 11.8.3,

11.8.6, 11.8.7, 11.10.7,

11.11.3, 11.11.7

Peopling

Peopling is present in approximately half of

the CHSSS. This theme is an analysis of

how immigrants and migrants contributed to

American pluralism and their impact on the

economy and popular culture.

11.2.3, 11.3.3, 11.3.4,

11.5.5, 11.5.7, 11.6.3,

11.7.6, 11.8.2, 11.8.8,

11.9.7, 11.11.1

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Politics and Power

Politics and Power is the only theme that

can be found in all CHSSS. This theme

focuses on political institutions and their

role and evolution in American history. It

also examines the impact of expanding

constituencies on politics and power. In

California, this theme primarily applies to

the framing of the Constitution, Progressive

reforms, the New Deal, and the Great

Society.

11.1.2, 11.1.3, 11.1.4,

11.2.4, 11.2.5, 11.2.7,

11.2.8, 11.2.9, 11.3.1,

11.3.2, 11.3.3, 11.3.5,

11.4.1, 11.4.2, 11.4.3,

11.4.4, 11.4.5, 11.4.6,

11.5.1, 11.5.3, 11.5.4,

11.6.2, 11.6.4, 11.7.5,

11.8.3, 11.8.4, 11.8.5,

11.9.3, 11.9.4, 11.9.5,

11.10.1, 11.10.2, 11.10.3,

11.10.4, 11.10.5, 11.10.6,

11.11.2, 11.11.4, 11.11.6,

11.11.7

America in the World

Even though CHSSS 11.4 focuses on the

rise of America as a world power in the 20th

century, this theme encompasses a broader

perspective of America’s interaction on the

global stage. “America in the World”

requires an explicit analysis of diplomatic,

economic and military influences on foreign

policy. In California, students will trace this

theme from the rise of American

imperialism in the Gilded Age through the

Gulf War.

11.1.2, 11.1.4, 11.2.6,

11.4.1, 11.4.2, 11.4.3,

11.4.4, 11.4.5, 11.4.6,

11.7.1, 11.7.2, 11.7.4,

11.7.7, 11.7.8, 11.9.1,

11.9.2, 11.9.3, 11.9.5,

11.9.6, 11.9.7

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Environment and

Geography

This theme is less prevalent in the CHSSS,

yet it still is an essential element of

American history. It extends beyond a

traditional discussion of the impact of

geography on American history to include

modern debates surrounding the conflict

between environmental regulations and

private property rights.

11.2.6, 11.6.4, 11.8.6,

11.11.5

Ideas, Beliefs and

Culture

This theme is wide-ranging and present in

most of the CHSSS. Ideas, beliefs, and

culture reflect the creative genius of the

American experience. It is embedded in the

collective identity of the American people

and provides rich insights from eclectic

sources into the other APUSHCF themes.

11.1.1, 11.1.2, 11.1.3,

11.1.4, 11.2.7, 11.2.8,

11.2.9, 11.3.1, 11.3.2,

11.3.3, 11.3.4, 11.3.5,

11.5.2, 11.5.3, 11.5.4,

11.5.5, 11.5.6, 11.8.7,

11.8.8, 11.9.7, 11.10.2,

11.10.3, 11.10.4, 11.10.5,

11.11.3, 11.11.6

Periodization

The APUSHCF organizes the concept outline into nine historical periods while the CHSSS do not follow a strictly chronological

approach. Within the CHSSS, there are five standards which cover specific periods:

11.5 (1920s)

11.6 (1930s)

11.7 (World War II)

11.8 (post-World War II)

11.9 (post-World War II)

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Of the nine APUSHCF historical periods, period one is not covered at all in the CHSSS, and periods two, three, four, and five are only

partially covered by the CHSSS. California teachers will find that when they teach material present in the APUSHCF periods six

through nine, they will be well within the established time frames as set forth in the CHSSS.

The Concept Outline

The concept outline in the APUSHCF provides detailed descriptions of the historical concepts and content that students are expected

to learn in an AP U.S. History course while the sub-standards of the CHSSS provide a similar although much less detailed guide for

California students in the grade eleven U.S. History course. The concept outline does not detail all the historical knowledge that AP

U.S. History students should know. Rather, it prescribes what students must know. In addition to that core knowledge, students must

also be able to marshal additional relevant historical information to illustrate their understanding of the key concepts and supporting

concepts of the APUSHCF.

The historical content of the APUSHCF ranges from 1491 to the present while the CHSSS begin with an examination of the

Enlightenment and the rise of democratic ideals and end with contemporary American society. The main chronological difference

between the two frameworks is that the CHSSS for U.S. History focus mostly on the twentieth century whereas the APUSHCF

presents a more even overview of American history.

The following table is designed to bridge the gap between the historical knowledge outlined in the APUSHCF and the course of study

directed by the CHSSS. In the table below, the CHSSS sub-standards for U.S. History (column two) are matched to the specific

historical concepts of APUSHCF concept outline (column one). The table begins with 2.3.I.B of the APUSHCF concept outline

because none of the state sub-standards correlate with any of the earlier APUSHCF historical concepts. The third column lists specific

historical details that are included in the CHSSS but not required in the APUSHCF. These items should be used as illustrative

examples for the key concepts and supporting concepts in the APUSHCF. The fourth column provides pedagogical insights for the

integration of the two frameworks. Comments are not made for many of the APUSHCF historical concepts, as the alignment is

similar and straightforward. CHSSS 11.5.1 (the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover) is the

only state sub-standard that does not align to any of the specific APUSHCF historical concepts. However, students should still learn

the material in order to fulfill the mandates of the CHSSS.

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APUSHCF

Concept

Outline

CHSSS Sub-

Standard for

Grade Eleven

U.S. History

Required CHSSS Content

Not Listed in the

APUSHCF Concept Outline

Teaching Implications

2.3.I.B 11.1.1, 11.3.2 All CHSSS content contained

in APUSHCF concept outline

Teachers can choose their

own illustrative examples

2.3.I.C

2.3.II.A

2.3.II.B

N/A No specific CHSSS content

included



2.3.II.C 11.1.1, 11.1.2,

11.3.2

All CHSSS content contained




3.1.I.A

3.1.I.B

3.1.I.C


included



3.1.II.A 11.1.2 All CHSSS content contained




3.1.II.B 11.1.1, 11.1.2

Free exercise clause,

establishment clause,

separation of church and

state, specific 1st Amendment

freedoms

The CHSSS require more

specificity than just this

historical concept’s

mention of the Bill of

Rights.

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3.1.II.C 11.1.2 All CHSSS content contained




3.1.III.A

3.1.III.B

3.1.III.C


included



3.2.I.A 11.1.1, 11.1.2 All CHSSS content contained








3.2.I.C N/A No specific CHSSS content

included







3.2.II.B 11.1.2, 11.1.3 All CHSSS content contained








3.2.II.D 11.1.2, 11.1.3 All CHSSS content contained




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3.2.III.A N/A No specific CHSSS content

included



3.2.III.B 11.1.3 All CHSSS content contained




3.2.III.C

3.3.I.A

3.3.I.B

3.3.I.C

3.3.II.A

3.3.II.B

3.3.II.C

3.3.III.A

3.3.III.B

3.3.III.C

4.1.I.A

4.1.I.B

4.1.I.C

4.1.I.D


included



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4.1.II.A 11.3.1, 11.3.2,

11.10.7

Second Vatican Council, First

Great Awakening

CHSSS 11.3.2 is evident

in multiple areas of the

concept outline including

the Puritans, the Second

Great Awakening,

transcendentalism, the

social gospel, the role of

Southern churches in civil

rights, and the Moral

Majority.

4.1.II.B

4.1.II.C

4.1.III.A


included







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4.1.III.C

4.2.I.A

4.2.I.B

4.2.II.A

4.2.II.B

4.2.II.C

4.2.III.A

4.2.III.B

4.2.III.C

4.2.III.D

4.2.III.E

4.3.I.A

4.3.I.B

4.3.I.C

4.3.II.A

4.3.II.B

4.3.III.A

4.3.III.B

5.1.I.A

5.1.I.B

5.1.I.C

5.1.I.D


included







5.1.II.B 11.3.3 All CHSSS content contained




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5.1.II.C

5.2.I.A

5.2.I.B


included



5.2.I.C 11.1.3 All CHSSS content contained






Dred Scott should be

discussed as part of the

evolution of the Civil

Rights struggle not just as

a precursor to the Civil

War.

5.2.II.B

5.2.II.C

5.3.I.A

5.3.I.B

5.3.I.C


included











5.3.II.C N/A No specific CHSSS content

included



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5.3.III.A 11.1.4, 11.10.2 Plessey vs. Ferguson

The “equal protection”

clause should be

emphasized when

analyzing the proscribed

court cases.

5.3.III.B 11.1.4, 11.10.2,

11.10.7





5.3.III.C 11.1.4, 11.10.2 All CHSSS content contained




6.1.I.A 11.2.2 All CHSSS content contained




6.1.I.B 11.2.6 All CHSSS content contained




6.1.I.C 11.2.5, 11.2.7 cartels Teachers can add

additional examples

6.1.I.D 11.2.2 All CHSSS content contained




6.1.II.A 11.2.1 Upton Sinclair, The Jungle

Religious pluralism is

implied in the historical

concept but should be

explicitly addressed.

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6.1.II.C N/A No specific CHSSS content

included



6.1.III.A 11.2.9 All CHSSS content contained








6.1.III.C 11.2.8 All CHSSS content contained




6.1.III.D 11.2.9 All CHSSS content contained




6.2.I.A 11.3.4, 11.1.4,

11.2.2













6.2.I.D 11.2.1, 11.2.4 All CHSSS content contained




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6.2.II.A

6.2.II.B

6.2.II.C


included



6.3.I.A 11.2.4, 11.2.5,

11.2.9

Regulation of railroads,

Children’s Bureau, Hiram

Johnson, 16th

Amendment,

Teddy Roosevelt in the

context of Progressivism

Teachers can add

additional examples



The CHSSS require a

discussion of the

evolution of civil rights

from the antebellum

period to the present.

6.3.II.A 11.2.7, 1 1.3.1 All CHSSS content contained




6.3.II.B 11.2.7, 11.3.1,

11.3.2

William Graham Sumner,

Billy Sunday, Dwight L.

Moody

Teachers can add

additional examples

6.3.II.C 11.10.7 Elizabeth Cady Stanton,

Susan B. Anthony

The CHSSS require

tracing the women’s

suffrage movement from

Seneca Falls.

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7.1.I.A 11.2.2, 11.2.6

11.5.7

The benefits conferred by

America’s physical

geography (e.g. oil, coal, iron,

etc.)

Teachers can add

additional examples

7.1.I.B 11.2.2, 11.2.6,

11.5.7 Impact of electrification

Teachers can add

additional examples



The CHSSS call for an

expanded look at federal

monetary policy over a

longer period of time

(Populists to the New

Deal).

7.1.II.A 11.2.1, 11.2.9,

11.10.7









7.1.III.A 11.6.2, 11.6.3 Causes of the Great

Depression

Teachers can add

additional examples

7.1.III.B 11.6.3, 11.6.4,

11.6.5 AFL-CIO

Teachers can add

additional examples

7.1.III.C 11.6.4 WPA, NLRB, TVA, Central

Valley Project

Teachers can add

additional examples

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7.2.I.A 11.5.6, 11.5.7 All CHSSS content contained




7.2.I.B 11.5.2, 11.5.3,

11.5.4

18th

Amendment, Volstead

Act, 19th

Amendment

Teachers can add

additional examples

7.2.I.C 11.5.5, 11.5.6 Langston Hughes, Zora Neale

Hurston

Teachers can add

additional examples





7.2.II.B 11.4.5, 11.5.2

Red Scare of the 1920s,

Palmer raids, NAACP,

Marcus Garvey’s Back to

Africa movement, KKK,

Anti-Defamation League

Teachers can add

additional examples

7.2.II.C 11.5.2 Emergency Quota Act,

National Origins Act

Teachers can add

additional examples

7.2.III.A N/A All CHSSS content contained






The Dust Bowl refugees

mentioned in the CHSSS

refer to the “Okie

migration” in the concept

outline.

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7.2.III.C 11.8.2 Bracero program

The CHSSS call for an

examination of the impact

of Mexican immigration

on California.

7.3.I.A 11.1.4, 11.4.1 Open Door Policy Teachers can add

additional examples

7.3.I.B 11.4.2, 11.4.3,

11.4.4

Panamanian Revolution,

Panama Canal

Teachers can add

additional examples

7.3.I.C 11.4.2, 11.4.4 Big Stick policy Teachers can add

additional examples









7.3.II.C 11.4.5, 11.7.1 All CHSSS content contained


The CHSSS emphasize

the events leading to Pearl

Harbor while the concept

outline takes a much

broader view of the

causes of WWII.

7.3.III.A 11.7.5, 11.7.6 All CHSSS content contained




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7.3.III.B 11.7.5

Korematsu v. USA, U.S.

inaction towards the

Holocaust during WWII

Teachers can add

additional examples

7.3.III.C

11.7.2, 11.7.3,

11.7.4, 11.7.6,

11.7.7

Battles of Midway,

Normandy, Iwo Jima,

Okinawa, the Bulge

Tuskegee Airmen, 442nd

regiment, Navajo code talkers

FDR’s foreign policies

(i.e. Four Freedoms speech,

etc.)

Teachers can add

additional examples

7.3.III.D 11.4.6, 11.7.8 Decline of Great Britain in

the post-WWII world

Teachers can add

additional examples

8.1.I.A 11.9.1, 11.9.2 GATT, UN, IMF, World

Bank

Teachers can add

additional examples

8.1.I.B 11.7.8, 11.9.2,

11.9.3

SEATO, Truman Doctrine,

Berlin blockade

Teachers can add

additional examples





8.1.II.A 11.9.3, 11.9.6 All CHSSS content contained




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8.1.II.B 11.9.3 Cuban Missile Crisis, Bay of

Pigs

Teachers can add

additional examples





8.1.III.A 11.9.3 McCarthyism, Alger Hiss,

blacklisting

Teachers can add

additional examples





8.1.III.C 11.8.5, 11.9.4 All CHSSS content contained




8.2.I.A 11.10.1, 11.10.2,

11.10.3, 11.10.4

A. Phillip Randolph, role of

African-Americans in WW II,

FDR’s ban on discrimination

in war industries, Truman’s

desegregation of the military.

Efforts at desegregating

higher education, Martin

Luther King, Jr., Rosa Parks,

James Farmer, “I Have a

Dream” speech, “Letter from

a Birmingham jail”

Teachers can add

additional examples

22

8.2.I.B 11.10.1, 11.10.2,

11.10.6

Voting Rights Act of 1965,

24th

Amendment

Teachers can add

additional examples

8.2.I.C 11.10.4, 11.10.5,

11.10.6, 11.11.7

Little Rock crisis, racial

violence in Birmingham,

Malcolm X

These historical events

are examples of ongoing

white resistance to the

Civil Rights movement.

8.2.II.A 11.10.7, 11.11.3 Gulf War, 1991 Teachers can add

additional examples

8.2.II.B 11.6.5, 11.10.5 United Farm Workers Teachers can add

additional examples

8.2.II.C 11.11.6, 11.8.4 All CHSSS content contained




8.2.III.A 11.8.4, 11.10.6,

11.11.2, 11.11.6 California Master Plan (CMP)

The CMP is the model in

California for higher

education with a three

tiered system: community

college, CSU, and UC.

8.2.III.B 11.11.5, 11.11.6

National Park System

(in terms of the ongoing

debate over the allocation of

public lands)

Discuss both sides of the

debate: property rights

advocates vs.

environmentalists.

23

8.2.III.C 11.9.4 All CHSSS content contained




8.3.I.A 11.8.1, 11.11.7 Sun Belt, suburbanization

The CHSSS mention

examples as challenges to

the “traditional” family.

8.3.I.B 11.8.3, 11.8.8,

11.9.3

Truman’s labor policies (i.e.

Taft-Hartley Labor Act, Fair

Deal)

Popular music and jazz

Teachers can add

additional examples





8.3.II.A 11.8.2, 11.9.7,

11.11.1, 11.11.7

U.S. political and economic

relations with Mexico

Teachers can add

additional examples

8.3.II.B 11.8.6, 11.11.5

Effects of environmental

degradation on specific

regions of the USA

Examples could include

acid rain in the Northeast.

8.3.III.A 11.10.7, 11.11.3 All CHSSS content contained




8.3.III.B 11.8.8, 11.11.7 All CHSSS content contained




24

8.3.III.C 11.8.5, 11.10.2,

11.11.3, 11.11.4

Watergate, Bakke vs. UC

Regents, Proposition 209

Watergate is listed as an

illustrative example in the

concept outline, but is

mandatory in the CHSSS.

The APUSHCF is much

broader than the CHSSS

in addressing the impact

of these issues.

9.1.I.A N/A No specific CHSSS content

included















9.2.I.A 11.9.3, 11.9.5

Disarmament talks, arms

control treaties (e.g. START,

SALT I, SALT II)

Teachers can add

additional examples

9.2.I.B 11.4.6, 11.9.4,

11.9.6

Vietnam anti-war protest,

nuclear freeze movement

Teachers can add

additional examples

25









9.3.I.A 11.11.7 All CHSSS content contained








9.3.I.C 11.11.6 National health care debate Teachers can add

additional examples

9.3.I.D 11.8.7 Advances in medicine

(i.e. polio vaccine)

Teachers can add

additional examples

9.3.II.A 11.11.7

Impact of international

immigration upon American

society

Teachers can add

additional examples

9.3.II.B 11.9.7, 11.11.1 Immigration Act of 1965 and

successor acts

Teachers can add

additional examples

9.3.II.C 11.10.7, 11.11.3,

11.11.7

Racial concentration in urban

centers

Teachers can add

additional examples

alignment of the california standards for 11th grade...

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