Questions Related to the Content Students Need to Learn

APUSH New Teacher Training in the Form of a Blog Post

Here are some of the most common questions new teachers ask related to the content:

Q1: In the context of APUSH, what does the word “content” refer to? It refers to the essential words, terms, and phrases that students need to know.

Q2. I’ve been told that a new teacher should refer to the APUSH Course and Exam Description to learn what content students need to learn. Not the textbook? Yes, that’s correct! The APUSH Course and Exam Description (CED) outlines what content students need to learn.

While a textbook can be a valuable resource for providing additional context, detailed narratives, and supporting information, the CED is your BEST guide to the essential content.

Textbooks often include more information than what is required for the course, so referring to the CED helps you focus on what is necessary for your student’s success.

Another reason to prioritize the CED over the textbook is that the test questions, particularly the multiple-choice questions (MCQs), are always created with the Key Concepts in mind. If students become familiar with the language of the CED and stay laser-focused on it, they are not only likely to see this wording appear on the exam, but when in doubt about which answer to choose, the correct answer is almost always the one that incorporates the wording of the Key Concepts.

By focusing on the CEDs Key Concepts, you can ensure that your teaching is aligned with the APUSH exam requirements and that your students are well-prepared for both the exam and a deeper understanding of U.S. history.

Q3. How exactly does the CED reveal the content students need to know? To answer this question, new teachers first need to get a better grasp of how the APUSH Course and Exam Description (CED) is structured. For starters, it divides the course into nine chronological units, each representing a significant historical period:

• Period 1: 1491–1607:
• Period 2: 1607–1754:
• Period 3: 1754–1800:
• Period 4: 1800–1848:
• Period 5: 1844–1877:
• Period 6: 1865–1898:
• Period 7: 1890–1945:
• Period 8: 1945–1980:
• Period 9: 1980–2015:

Then, the CED breaks each unit into various topics that cover important events, themes, and developments within that period. For example, Unit 3, which covers the period from 1754 to 1800, includes topics such as:

• 3.1 Contextualizing Period 3
• 3.2 The Seven Years’ War (The French and Indian War)
• 3.3 Taxation Without Representation
• 3.4 Philosophical Foundations of the American Revolution
• 3.5 The American Revolution
• 3.6 The Influence of Revolutionary Ideals
• 3.7 The Articles of Confederation
• 3.8 The Constitutional Convention and Debates over Ratification
• 3.9 The Constitution
• 3.10 Shaping a New Republic
• 3.11 Developing an American Identity
• 3.12 Movement in the Early Republic
• 3.13 Continuity and Change in Period 3

The CED then divides each topic into the following sections:

• Thematic Focus: This section highlights the main themes and ideas that are relevant to the topic.
• Learning Objectives: These objectives list the specific skills and understandings that students should develop.
• Historical Developments: This section includes the Key Concepts. It is here, in the Key Concepts, where you will learn what content your students need to know to do well on the exam in May.

For instance, under Topic 3.5, “The American Revolution,” Key Concept 3.1.II.E states: “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.”

In answer to the question of what “content” students need to know as it relates to Topic 3.5, “The American Revolution,” Key Concept 3.1.II.E, the answer is that students definitely need to know the meaning and importance of the words, terms, and phrases expressly spelled-out. Words, terms, phrases such as:

• Loyalist opposition
• Patriot
• Continental Army
• Colonial militias
• Ideological commitment

In addition, students need to be able to answer questions that logically flow from this Key Concept:

1. Who were the European allies that assisted the Patriots, and what kind of assistance did they provide?
2. What specific actions and strategies did George Washington employ that contributed to the Patriots’ success?
3. What does “considerable loyalist opposition” mean in terms of numbers and impact?
4. What is meant by the phrase “the colonists’ ideological commitment and resilience.”

In summary, for a new teacher, the best way to determine what content your students need to know is to LASER-FOCUS on the Key Concepts in the CED. Whatever words, terms, and phrases you see there should be deemed as expressly spelled out and, therefore, fair game on the test. In addition to these explicitly mentioned terms, students also need to know the answers to questions that logically flow from the Key Concepts.

In simpler terms, to find the content that students need to know, teachers need to do two things: (1) Look to what is expressly mentioned in the Key Concepts and (2) Consider what flows logically from that which is expressly mentioned.

This approach ensures that students are comprehensively prepared for the APUSH exam with a solid understanding of both the required content and the broader historical contexts.

Q4. How do you respond to teachers who say, “Forget the CED and all the talk about its key concepts? It will drive you nuts. Teach the history of America from 1491 to 2015 as you see fit, and your kids will do fine on the exam.”?

If you go that route, you will miss out on taking full advantage of all the valuable resources offered by AP Classroom.

1. Practice Tests and Progress Checks: Both are specifically aligned with the CED and designed to assess the content and skills outlined in the CED, offering crucial feedback on student understanding and progress. If you’re not following the CED, these practice tools won’t align with your curriculum, leading to gaps in student preparation and making it harder to measure their readiness for the AP exam.
2. Question Bank for Exams: The AP Classroom’s Question Bank is another valuable resource that provides a wide variety of exam questions, all of which align with the CED. Teaching a curriculum that deviates from the CED means you won’t be able to utilize these questions effectively, which could leave your students unprepared for the format and content of the actual exam.
3. AP Daily Videos: The AP Daily videos are created to support the CED and cover the exact content and skills necessary for success in APUSH. These videos provide excellent supplementary material and reinforce classroom instruction. If you’re not following the CED, these videos may not correspond with the topics you’re teaching, limiting their usefulness and depriving your students of a resource that could help them better understand the material.
4. Practice Exams: The practice exams available in AP Classroom are also aligned with the CED. They are designed to simulate the AP exam experience and cover the same material and types of questions that students will encounter on test day. Straying from the CED means these practice exams will not fully prepare your students, potentially affecting their performance on the actual AP exam.

Bottom line, the more you deviate from the CED, the more you open yourself up to the charge of not properly preparing your students for the APUSH exam.