THE NEW COLLEGE BOARD
AP U. S. HISTORY
“APUSH”
KAREN BRACKEN
WWW.TNACC.NET
WHAT IS THE COLLEGE BOARD?
 They are a non-profit organization funded by your hard earned
money, your tax dollars from the federal government and Bill
Gates ($32,232,997)
 2013 IRS990 demonstrates enormous amounts of money paid
out to employees and enormous amounts of money taken in.
 David Coleman the lead organizer and writer for Common Core is
now the President of the College Board. This move was done in
order to insure SAT- AP courses are aligned with Common Core in
order to make repealing Common Core extremely dif ficult. GED ACT will also be aligned. All in an ef fort to make CC irreversible.
 The College Board owns AP courses and exams and the PSAT/SAT
WHAT ARE THE CHANGES?
2010=6 pages 2014=98 pages
2010=Cour se Description 2014=Curriculum Framework
Introduction content is extremely dif ferent (Social Justice)
Changes in Theme content (2010=1 2 Themes 2014=7 Themes)
Change in historical periods (2010=28 periods 2014=9)
Less Themes, less historical periods, more pages
2014 document not in proper c hronological order and repetitious
Change in historical events covered
No Hitler or the Holocaust and muc h, muc h more.
Almost ever y Founding Father is omitted – no Jef fer son, Adams, M adison, or
Franklin. The Framework excludes Lexington, Concord, Bunker Hill, Valley Forge,
Saratoga, and Yorktown. The commander s and heroes of these pivotal battles are
all omitted.
 The lessons on the Civil War omit the Lincoln -Douglas debates, the Gettysburg
Address and the assassination of President Lincoln.
 Direct c hange in the view of American c haracter – 2010 talks about American
exceptionalism, hope, braver y, per severance and is historically balanced – 2014
makes inaccurate connections, negative bias toward America. See Page 70
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EXCERPTS FROM THE FRAMEWORK
 “Beginning with the M ay 2015 AP US Histor y Exams, no AP US Histor y Exam
questions will require students to know historical content that falls outside this
concept outline.” The F W includes teac her flexibility options but goes on to say
“the options in the gray boxes will not be tested.” This sounds like the additional
15% we can add to CCSS.
 M any Europeans developed a belief in white superiority to justify their subjugation
of Africans and Indians, using several dif ferent rationales. Pg. 34
 Reinforced by a strong belief in British racial and cultural superiority, the British
system enslaved blac k people in perpetuity, altered African gender and kinship
relationships in the colonies and was one factor that led the British colonies into
violent confrontations with native peoples. Pg. 36
 Although George Washington’s Farewell Address warned about the danger s of
divisive political par ties and permanent foreign alliances……(that’s it for
Washington) Pg. 43
 Lincoln’s election on a free soil platform… …..(that’s it for Lincoln) Pg. 57
 A number of critics c hallenged the dominant corporate ethic in the US and
sometimes capitalism itself, of fering alternate visions of the good society through
utopianism and the Social Gospel. (negative por trayal of capitalism) Pg. 64
 Europeans are por trayed as destructive predator s
 1 sentence to describe the Korean and Vietnam war
 2 sentences cover s WWII
 Demographic c hanges intensified debates about gender roles, family structures,
and racial and national identity. THIS IS THE F RAM EWORKS CLOSING STATEM ENT
Seminal (influential, leading to better
understanding)Documents Omitted from the
New “APUSH” Rewrite
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T he Mayflower Compact
T he Nor thwest Ordinance
T he Federalist Paper 10
Frederick Douglass Independence Day at Rochester
Excerpts from t he writings of Emerson, T horeau, and other
Transcendentalist writers
A lexis de Tocqueville – excerpts from Democracy In America
Lincoln’s Gettysburg Address and Second Inaugural Address
Emma Lazarus – T he New Colossus
Woodrow Wilson – Peace Without Victor y speech
T heodore Roosevelt – T he New Nationalism speech
Excerpts from Steinbeck’s “Grapes of Wrath” describing the Dust Bowl
FDR – T he Four Freedoms speech
Harr y S. Truman – T he Truman Doctrine speech
George Kennan – T he Sources of Soviet Conduct
JFK – Inaugural Address
MLK – I Have A Dream speech and Letter From Birmingham City
LBJ – Speech to Congress on Voting Rights
“APUSH” VIOLATES TENNESSEE LAW
 THE NEW AP US HISTORY IS IN DIRECT VIOLATION OF LAW
THAT WAS PASSED IN TENNESSEE IN 2014.
 HB1129 SPONSORED BY REP. TIMOTHY HILL
 SB1266 SPONSORED BY SEN. FRANK NICELEY
 ENHANCED THE REQUIREMENT TO COVER OUR FOUNDING
DOCUMENTS AND TENNESSEE CONSTITUTION(S)
 HB1129/SB1266 PROVIDED CHANGES TO TCA 49 -6-1011 AND
TCA 49-6-1028
WHAT CAN WE DO?
 Call the College Board – request they delay the implementation
of the new APUSH Course and Exam (DC ofc: 202-741-4700)
Email: https://www.collegeboard.org/contact -us
 Send an email to TNSBOE Chair – Mr. Rolston: frolston@ecu.org
 Call Senate and House Education Committee Chairmen – Sen.
Gresham 615-741-2368/Rep. Harr y Brooks 615-741-6879 – We
want a delay
 Call your state Senator and state Representative – We want a
delay
 Take your kids out of AP courses (investigate Dual Enrollment),
Do not take PSAT/SAT (ACT is required in TN and is enough) Do
not take AP tests. There are over 800 colleges in the US that
accept students without taking the SAT/ACT
 Ask your School Board to approve a resolution against APUSH
 Ask LEAs not to purchase workbooks