HUGE Win for Conservatives That Nobody Knows About
While conservatives agonize over the dismantling of America by an out of control President and activist Supreme Court, there is something BIG to celebrate this summer.According to The Wall Street Journal:Last year, the College Board, the nonprofit corporation that controls all the high-school Advanced Placement courses and exams, published new guidelines for the AP U.S. history test. They read like a left-wing dream. Obsession with identity, gender, class, crimes against the American Indian and the sins of capitalism suffused the proposed guidelines for teachers of AP American history.As of a few weeks ago, that tilt in the guidelines has vanished. The College Boards rewritten 2015 teaching guidelines are almost a model of political fair-mindedness. This isnt just an about-face. It is an important political event.The earlier guidelines characterized the discovery of America as mostly the story of Europeans bringing pestilence, destructive plants and cultural obliteration to American Indians. The new guidelines put it this way: 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 others culture.The previous, neo-Marxist guidelines said, Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history, with special attention given to the formation of gender, class, racial, and ethnic identities. That has been removed.Also new: 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. The earlier version never suggested the existence of Franklinor Washington, Jefferson, Hamilton, Madison or anyone resembling a Founding Father. Now theyre back. Even the Federalist Papers were fished out of the memory hole.Most incredible of all, the private enterprise system is, as they say, reimagined as a force for good: As the price of many goods decreased, workers real wages increased, providing new access to a variety of goods and services.Progressives are going ballistic. ThinkProgress.org, categorized the change as College Board Caves to Conservative Pressure. So how did this change occur within the hallowed liberal enclaves of academia?Some states began to push back. Legislative opposition to the guidelines formed in Georgia, Oklahoma, North Carolina, Nebraska, Tennessee, Colorado and Texas. States leveraged their purchasing power and enough pressure built up that the College Board feared significant loss of revenue.Make no mistake, this is a significant event. It demonstrates the power of the silent majority to utilize its strength at the state level to effect massive change that will influence thousands of young minds. http://www.tpnn.com/2015/08/27/huge-win-for-conservatives-that-nobody-knows-about/
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This is big news . Getting rid of the guilt culture is an important step in the study of history .
Nice to see a bit of honesty in the teaching guidelines for a change.
But Jefferson, you are aware that "American Exceptionalism" was a marketing slogan don't you?
I suggest you research the origins of that idealistic term.
From Wiki... (just for starters)
Not something I would be throwing around as a conservative aware of what it's real meaning is.
You wouldn't know Marxism if it bit you in the ass.
The context you are using it in came about in the '80's during the Reagan Administration. It originated with the Christian factions of the Republican Party.
Reagan himself hated the term and instructed his people to never use it. But, he was aware of it meanings.
I was there when he told us not to use it and why.
Tell 'em Groucho sent you.
Not pure Marxism at all. But it is the brand of Marxism as modified by Lenin (espoused and named and further modified away from pure Marxism by Stalin) which required forced division by class to effectuate the seizing of political power.
Stalin gave it a name all it's own...
Marxist-Leninism....
''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 others culture.
Crock of shit...
Yeah, we don't want to teach the truth, just make history up to suit your ideology.
And yet the following is a clear demonstration of the influence of Indian culture on a wide US subculture :
LOL petey, that looks just like Daniel Snyder...PERFECT, Goth to the max.
You might feel guilt about events from 400 years ago but I don't. I can't be responsible for the past.
I love history and I'd like it to be accurately recorded and taught. This isn't the Dr. Phil show and all touchy feely. Schools should be teaching the facts of what happened not what makes you feel good.
400 years ago..Talk about revisionist history. You only have to go back to last year..
''But that will no longer be the case. Families can feel comfortable that their children are learning the real deal when it comes to American History.''
The real deal..another load of crap. Revisionist historyat it's best.
the article is about history books, right ?
LOL pat, I think it's about science fiction from the BS in his article.
What ! Kavica ! you don't want the Pollyanna version of history !!! /s
It seems that what the author and seeder of this article wants pat.
Some people look toward the future and some people live in the past. Can you name any country who hasn't had a bad history? Certainly we can try to do better than the past and center our attention on it rather than center all of our attention on atrocities of the past.
I mean telling the truth, warts and all XX. Something that you and the Tea Party aren't capable of.
Surprised thatGeorgia, Oklahoma, North Carolina, Nebraska, Tennessee, Colorado and Texas are the only states they studied. There are many other racist states who also are considering rewrites to suit their version of history.
Your version of history is never telling the truth XX. So keep on, keeping on.
What you call ''guilt shaming'' is the truth. Sorry that your limited version of history doesn't understand truth.
Really?
Would you give the same suggestions to the Germans?
I have never said we were not a great country XX, stop with the BS. And stop trying to rewrite history to suite you ideology.
Weren't you the one that said learn from the past, but you want to change the past with a pack of lies.
''You can't handle the truth, XX''
When you whitewash history, you are doomed to repeat it.
Spot on 1st.
XX,
In NYS we have always taught about the founding fathers and the federalist papers, so I have no idea what you are talking about. What I am referring to is this:
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 others culture.
That isnauseating. Now let's do the German version:
Mutual misunderstandings between Germans and Jew often defined the years of the Third Reich when interaction and trade as each group sought to make sense of the other. Over time, Germans adopted useful practices to helpmitigatetheir issues with the Jews.
Yup, that sounds much better. /sarc
Cerenkov,
Not guilt, accuracy. How can you feel guilty for something you were not a part of?
'Course religions never indoctrinate.
I have to agree with you about our current cultural aspects Akek. But most Europeans have no idea of American History, while we are taught theirs.
Yeah,
What about all those states that don't teach evolution. Bet XX is just fine with that, until they have take the college board tests.
Wait... you feel that is just a black dot on their history timeline? The murder of over 12 million people in death camps?
And BTW, Germany wasn't a country until 1871. So WWII was a substantial part of their history.
Hey you must be OK with the Armenian Genocide, too. The Turks would love you.
You have to think about all standards, not just history. And apparently your view of history is just as revisionist as the one you are claiming liberals are trying to do, which isn't true, in any case. My daughters had to take the college boards and know about our founding fathers and the federalist papers. I am not sure where this whole story is coming from.
Give me an example please.
Liberals??? Proof please.
You are not giving specifics here, and for the record, Indian genocide was part of American history. I have a big issue with that.
What's the matter XX, the crimes against Indians has a 500 year history and counting. Something that you so called patriots can't face?
Deny, but the proof is everywhere.
Would you like a history lesson on your state?
Part ofthenew standards are a lie. And if you profess them, you know what it makes you XX.
Yet the three of us asking you these questions are not progressives. So obviously, there is a flaw in the new standards.
I can't find the WSJ article on this. I can only find your link to the Tea Party article.
Let me clear on what i have read about this issue. Both groups the left and the right are creating a false history. Special interests on the left, false American pride on the right. Neither is correct. Neither provides a full spectrum of events or critical thinking skills. They are both propaganda with real history being left out. That is my issue.
If the "standards" arbitrarily preclude the presentation of factual material because it is in conflict with religious dogma, you should have a problem with that because at that point, you cross the "separation of church and state" tenet you otherwise espouse when it suits your purpose.
When government, state or otherwise dictates that religion trumps reality in the classroom, that's state-promoted ignorance!
Instead of the Tea Party "report" that begins with the words " According to The Wall Street Journal," let's have the Wall Street Journal article itself.
Let me get you started
The "report" is actually NOT A REPORT, it's an EDITORIAL from
Here's one of Henninger's intentional misrepresentations of an Obama comment
It seems we can almost always count on a misrepresentation from those who accuse others of misrepresenting themselves.
When a source is not reputable, there's a good chance that any content from that source is inaccurate, fictional, editorialized but foisted as "news," or, just plain lies.
Thanks for the 411 Mac.
All I found was the editorial, too when I searched. It's odd that you can't seem to find the actual changes made. I would like to look them over and compare.
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New Course and Exam Description
The 2015 edition of the AP U.S. History Course and Exam Description (.pdf/1.58MB) (CED) is now available.
The 2015 edition is clearer, more precise, and easier for teachers to use.
Existing AP Course Audit authorizations remain valid.
A free print copy of the 2015 edition of the CED will be mailed to all AP U.S. History teachers this fall.
Key improvements:
Streamlined learning objectives (pages 1021)
Reformatted and clarified concept outline (pages 2289)
New section: AP U.S. History Instructional Approaches (pages 90111)
For details, visit Frequently Asked Questions.
Rubric Updates
The rubrics for the AP history document-based questions and long essays have been improved based on feedback from AP U.S. History teachers and AP Readers.
The rubrics continue to use an analytic structure, but the definitions within that structure have been refined to be clearer and more precise.
Modifications to the structure of the rubric change how points are assigned during the scoring of student essays.
To align with these changes, weve also made some minor adjustments to the language of the historical thinking skills and presented the skills and related skill proficiencies in an easier-to-read table layout.
Download the updated rubrics and historical thinking skills (.pdf/555KB).
Course Information
Defining the Course
The 2015 edition of the course and exam description (.pdf/1.58MB) includes the concept outline, curriculum framework, and sample exam questions. These resources, alongside state and local requirements for American history courses, help teachers build their syllabi.
A full print copy of the CED will be mailed to all AP U.S. History teachers this fall, free of charge.
Customize for the Classroom
The concept outline on pages 2289 of the 2015 edition of the AP U.S. History CED has been reformatted with extra blank space for teachers to write in examples of the historical individuals, events, topics, or sources they use in their classrooms.
Additional Resources
Teacher-created resources are available on our Teacher Resources page.
Course Planning and Pacing Guides demonstrate how various teachers plan and pace the curriculum.
Note: These guides will be updated to reflect the recent changes to the AP U.S. History curriculum framework and rubrics.
Ted Dickson,
Providence Day School, NC (.pdf/6.12MB)
This course is taught at an independent college preparatory school where the teacher encourages students to make connections between themes. The teacher emphasizes group discussion and peer modeling as well as the use of document-based questions to develop argumentation skills.
Geri Hastings,
Catonsville High School, MD (.pdf/5.74MB)
This course is taught in a comprehensive public high school where the teacher emphasizes student-centered activities and differentiated instruction. Students take ownership of the lessons by presenting, and actually doing, some of the teaching themselves.
Ian Lowell,
Masuk High School, CT (.pdf/6.53MB)
This course is taught at a public suburban high school where the teacher creates a balance of in-depth case study analysis while fitting that learning into broader themes and contexts of an era.
Saul Straussman,
Taylor Allderdice High School, PA (.pdf/1.51MB)
This course is taught at a comprehensive urban high school where the teacher includes materials that resonate with students experiences and backgrounds whenever possible. This is a mixed- skill classroom, so the teacher relies on differentiated instruction to ensure all students succeed.
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Practice Exam
A full AP U.S. History Practice Exam (.pdf/8.4MB) demonstrates what to expect on the exam.
Secure Questions
Teachers can access two sets of additional practice exam questions including long essay, multiple-choice, and short-answer questions covering Periods 1 through 9 through their AP Course Audit accounts. To access the files, teachers should log in and click the Secure Documents link in the Resources section of their Course Status page.
About the Exam
The AP U.S. History Exam Page gives a detailed breakdown of format, content, and past exams.
Rubrics
The rubrics for the AP history document-based questions and long essay questions (.pdf/555KB) have been improved based on feedback from AP U.S. History teachers and AP Readers. The rubrics continue to use an analytic structure, but the definitions within that structure have been refined to be clearer and more precise. In addition, modifications to the structure of the rubrics change how points are assigned during the scoring of student essays.
Professional Development
Visit AP U.S. History Professional Development for more information about professional development opportunities.
Resources
AP U.S. History Course and Exam Description (.pdf/1.58MB)
AP U.S. History Practice Exam (.pdf/8.4MB)
Rubrics for AP Histories + Historical Thinking Skills (.pdf/555KB)
Historical Thinking Skills (.pdf/507KB)
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So where specifically does any of thisSATAP College Planning College Search Professional Development Store More validate your headline's claim?
No, it deals's with the evidence that the editorial writer has no compunction about writing intentional misrepresentations that suit his political agenda!
From your linked article:
Proof, please.
All you need to do is provide the specifics as I do.
Just present the counter-points.
Here's the document I NEVER BLUFF!
There are usually at least two interpretations of history , the "winners" and the "losers".
For generations the Battle At The Little Big Horn was portrayed for "American" readers as a valiant stand by devoted American soldiers who were ambushed by an overwhelming Indian force. Custer and the U.S. cavalry was portrayed as trying to defend innocent white settlers from the savages.
Many of the robber barons were originally portrayed in history books as great men who through great personal perseverance and sacrifice built the nation. In early history books there was no mention of the role of labor in the industrialization of America.
The founding fathers in Virginia particularly, were landed gentry who tried to replicate the class structure of England and rigged laws and rules to perpetuate their personal wealth. Washington and Jefferson were both in this group. Classroom history books did not originally reveal these things.