Unit Concept Outlines
Directions:
• Use the CollegeBoard’s concept outline available (Fall 2015 revision) at
https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-historycourse-and-exam-description.pdf to complete the missing key concept
information.
Directions:
• Use the CollegeBoard’s concept outline available (Fall 2015 revision) at
https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-historycourse-and-exam-description.pdf to complete the missing key concept
information.
So let’s first find the information.
I. Spanish, French, Dutch, and British colonizers had different economic and
imperial goals involving land and labor that shaped the
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https://securemedia.collegeboard.org/digitalServices/pdf/ap/apus-history-course-and-exam-description.pdf
• Or just google “APUSH FRAMEWORK”
Use your browser’s search function to look for “Period 2”
Again, the search function is your friend.
Directions:
So let’s fill in the blank here.
I. Spanish, French, Dutch, and British colonizers had different economic and
imperial goals involving land and labor that shaped the
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________________________________________________________________
________________________________________________________________
Directions:
So let’s fill in the blank here.
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._______________________________________________________________
Directions:
• Develop thesis statements to answer ALL parts of the bolded Related
Thematic Learning Objectives.
Directions:
• Develop thesis statements to answer ALL parts of the bolded Related
Thematic Learning Objectives
• Here you will may notice that some of the Thematic Learning Objectives
repeat.
• Contrary to popular belief I am (usually) not an idiot.
• The reason they repeat on the outline is because they repeat in the
framework.
• BUT they repeat under new key concepts.
Directions:
• Develop thesis statements to answer ALL parts of the bolded Related
Thematic Learning Objectives
•WHEN THE THEMATIC LEARNING
OBJECTIVES REPEAT, ANSWER EACH
IN THE CONTEXT OF THE KEY
CONCEPT THAT PRECEDEDS IT.
If you copy the material from one of the earlier
“repeats” and use it again later you will not
receive credit.
Let’s look at this “repetition”
Here’s MIG-1.0
So here you would answer MIG-1.0 in the
context of Key concept 2.1.1
And here’s MIG-1.0 again. So here you would
answer MIG-1.0 in the context of Key concept 2.2.1
The Thematic Learning Objective “MIG-1.0: Explain the causes of
migration to colonial North America and, later, the United States, and
analyze immigration’s effects on U.S. society.” is answered once in
the context of…
The Thematic Learning Objective “MIG-1.0: Explain the causes of
migration to colonial North America and, later, the United States, and
analyze immigration’s effects on U.S. society.” is answered once in
the context of…
Key Concept 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.
The Thematic Learning Objective “MIG-1.0: Explain the causes of
migration to colonial North America and, later, the United States, and
analyze immigration’s effects on U.S. society.” is answered once in
the context of…
Key Concept 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.
And later in the context of…
Key Concept 2.2: In the 17th century, early British colonies developed
along the Atlantic coast, with regional differences that reflected
various environmental, economic, cultural, and demographic factors.
Directions:
• Then list the key terms (from the current or any previous unit, for ex.
manorial system, Whig, Middle Passage, gentility, bills of exchange, probate
inventory, salutary neglect, Radical Whigs, land banks, Chesapeake, Puritans)
you would use in that short response, long essay or DBQ.