gentlemen, what exactly is the advanced placement history exam and and who administers it? well peter, thanks for having us on your show today the advanced placement us history exam is a capstone exam for the ap us history course, it's an opportunity for students in high school to take a college-level course and then demonstrate some of those proficiencies in terms of their content and skills on a pretty rigorous exam. it's a three-hour and 15 minute exam with a multiple choice short answer document-based essay question and long essay question format. it's meant to approximate a final exam in terms of covering content in skills for a two semester college survey course, so as such it's a pretty challenging course, but it's a rewarding course and thousands of thousands of students take the apu's history exam every year across the globe. well professor stacy, how did you and mr. ellington get together on? well, i started as an ap us history teacher years ago, and i taught ap us history for about eight years, and i also did some work for the college board helping score the exams and leading some of the tables that scored the exam and even helping write some of the questions. and a few years ago. i was approached by bedford freeman worth publishers to work on a textbook that was aimed specifically at the ap us history class and to help prepare students for the exam and one of the important elements of that is that i wanted to work with someone who still worked in the ap us history classroom by that time, i'd finished my phd and i was working at southern illinois university edwardsville, and though i had experience with ap us history both teaching the class and preparing questions for the exam and scoring the exam. i thought really to have some authenticity to the textbook fabric of a nation. it'd be important that we work with a ap us history teacher who is experienced and also had experience scoring the exam and matt ellington just brings a wealth of experience as a teacher and as evaluator of the exam itself. and so so when the press recommended that i work with matt, i'd known matt through my work helping score exams and i just thought it was a great idea and it's been a great partnership so far so matt ellington your book fabric of a nation. is it a study guide for kids taking the ap history exam? no, actually it is a comprehensive textbook. it's a little bit of a briefer narrative based on a college textbook that what we've done. jason is we've adapted that narrative to make sure that it's accessible for high school students, and we've added a lot of pedagogy or skill building exercises because the ap us history exam asks students to not only know two semesters worth of college level content, but then it tests them on really specific historical thinking skills. and so we were determined to help create a textbook. that was a little bit briefer than average because it is a lot to ask high school students to read was the ball still had the scholarship and then layered in the documents that they that they need to get a fuller understanding of history and the skills and practices so that they can learn to think critically and think like a historian. so it is a it is a full textbook, but it's a little bit different than other the market. gentlemen, one of the things i noted in the ap history exam is the time period how you divide up time periods. we're going to show those on the screen. why was this important to include this are these errors in american history? well, i'll take that one first off. the the apu is history examined. the course has been around for decades for over 50 years and it is a true survey course that starts kind of at the beginning of american history with with columbus sailing across technically the year before 1491 all the way to the president at least through the end of the 20th century in the beginning of the 21st century now college board when they redesign the course a few years ago decided to break the course in to units in order to make it more manageable for teachers and students and to help kind of shape a narrative our textbook fabric of a nation does follow that unit structure, but kids don't have to compartmentalize their learning or be overly dependent on the unit structure. the unit structure is in place to help identify some key turning points and also to help students understand the waiting of the exam so on that slide there are nine units and the first in the last unit are worth about 5% of the exam between four to six percent of the exam. that's 1491 to 1607 and 1980 to present the second unit. 1607 to 1754 is about six to eight percent of the exam and the remaining units units three through eight, which is 1754 to 1980 is over 80% of the exam. so that's another way to help students by informing them the the amount of weight that they should spend in terms of their review and preparation. it also helps teachers as well to structure the course and make sure that they're emphasizing the most important developments in american history and those time periods. peter are also really useful because those dates are significant as milestones in the narrative of us history. so as we get closer to the exam this year students can use those time periods and the dates with time period to remind themselves of some of those key turning points like matt said so for example 1491 to 16 7 1491 being the year before europeans specifically columbus first arrive in the western hemisphere, so students are going to have to know even though it's a small portion of the exam. they should be cognizant of the civilizations that pre-date contact in 1492 likewise. 1607 is the first founding of english colonies a first permanent colony in north america that eventually become the 13 colonies that then during the independence movement declare their independence and become the united states again in period 2. 1754 is the beginning of the french and indian war also known in europe as the seven years war and historians generally consider that the beginning of what became the revolutionary era. waiting in independence. so those time periods the dates and those time periods are significant as well. and as we get closer to the test students can really use those to jog their memory about key milestones in us history. well professor stacy you've mentioned that you've graded exams in the past. do you find any trends where a majority of students do better in this time period and worse in this time period i do some time periods are very tough for students. so, you know the period that runs roughly from the end of the civil war through the early 20th century. sometimes called the gilded age is a very complicated period and students some sometimes struggle with that period because there are no large wars or figures that they easily remember the presidents can be a little bit hard to distinguish from each other, but there are enormous changes going on in that period that are a little more abstract economic changes social changes cultural changes another time period that's difficult for students is the time period about the first about the 30 years before the civil war the antebellum era really running from 1800 to 1848 in the time periods again a period of great economic social cultural. changes that are often difficult for students to recall those key milestones to help them navigate that big time period and matt ellington that free and post civil war period it is really important though for what occurred during the civil war and what happened after correct? oh, absolutely. yes. the civil war is a defining war in american history in a war where we went to war against ourselves over various issues particularly slavery. and so yes as jason said understanding the the changes that take place during the antebellum era some of those social political economic changes and then of course what happens after the war with increased industrialization the attempt to reconstruct the south those are critically important, but again, that's just one part of the ap us history exam if you look at at the way the exam is structured a good part of the exam is actually in the 20. three units seven eight and nine which started in 1890 and take us all the way to the present or at least through 9/11 that's almost half of the test right there. so as important as the earlier stuff is students have to make sure that they're they're balancing their approach to studying to make so that they encompass all of these time periods. well, we want to show an image and this is from your book fabric of a nation and it's an image that represents a time period and it's a teapot. what are we looking at here gentlemen? well, this is a very very interesting artifact peter and when students see an artifact like this can also be considered what historians call a primary source or an object from the time period it contains information about a time period and the context around it that is significant for students. in fact, this is an artifact that has appeared on the ap us history test before and an important part of understanding and artifact like this is for students to look at the source information. so if i recall this document this artifact is produced between 1766 and 1770 and it was produced in england. so this is an import into the british north american colonies. but notice the teapot has two statements on it now. i don't have the document here in front of me in the studio. so peter you can give me the exact quotes on it, but i believe one side of it says no stamp act, correct? and the other side of it says something like american freedom restored. is that america liberty restore good. well, thank you for so you get a b on that profession. well, thanks good. so so what we see here is a an artifact that comes after the first uprising in the british colonies against british tax laws or mercantile laws. and in this case, it's the famous stamp act one of the first acts passed by parliament that affected the colonies in the aftermath of the french and indian war. and the for the students who have taken ap us history you probably remember that the stamp act caused a lot of anger on the part of the colonists and eventually it was repealed and when it was repealed it was the first example of the british government really recognizing some of the anger on the part of colonists against parliaments control virtual representation, and this artifact was produced four colonial consumption to celebrate the british repealing the stamp act. but what's also very interesting about this document is this artifact is noticed. it was produced in england. and it's important to understand that the british colonies, especially those in the middle and upper classes were consumers of british made goods. so you have a british manufacturer producing a good celebrating an american uprising against british law. and that americans are purchasing this as part of a celebration of the repeal of that law and this reminds us just how close the economic ties were between great britain and their american colonies and also reminds us with the stamp act revolts in 1765 were still about 10 years out from the american revolution the declaration of independence. and so there are still very very close economic ties between these people separated by the atlantic but unified and economic terms and by language that are beginning to conflict with each other and 1766 and after so matt ellington, could this teapot be compared to maybe a campaign poster today or even a television commercial promoting an issue? oh, absolutely. i think there's one can definitely make make that comparison now students might not be asked to compare across such a wide kind of time frame on the ap us history exam but looking at the the message and the implication of the message and connecting that to the events and the time period and how it's designed to to have a point of view of course students could definitely make that connection. i'm going to read a quote. and mr. ellington if you could respond to this, this is tecumseh, and he is addressing governor william henry harrison in 1810. since the peace was made you have killed some of the shawneese winnebagos. delaware's and miami's and you have taken our lands from us, and i do not see how we can remain it. peace with you if you continue to do so. you endeavor to make distinctions you wish to prevent the indians to do as they wish them to unite and let them consider their land as the common property of the whole. what are we reading here? okay, so what we're reading is literally an address from to come so who's a shawnee leader too a territorial governor william henry harrison in 1810 harrison will later of course become presidents in 1840. and so what what we have in this quote that you read is a primary source excerpt it's very much the kind of documents a kind of document that students will see on the ap us history exam most parts of the ap exam the multiple choice the short answer and the document-based essay question which together that's about 80 to 85% of the exam will contain these kinds of document excerpts and students aren't necessarily expected to have read those documents ahead of time because they don't know what those documents will be, but they are expected to be able to read them for information be able to think historically about them and be able to use them to help answer multiple choice questions or to answer a short answer or even a longer essay as a document-based essay question. so in this document the first thing of course is to just identify what to comes is saying and it's pretty clear that tecumseh is drawing a contrast between the desire for the desires. he states for he and the in native americans to have peaceful relations and yet the aggressive policies that harrison and the territorial government is taking their lands. and on the ap us history exam some of the questions will ask students to to identify that content and be able to work with it. they'll also be asked to apply the thinking historically skills that they've learned in the class jason with that last document talked about the context the surrounding events during that revolutionary time period with the teapot we can also look at the context here it being 1810. the context is the continued westward movement. this is right of white settlers the ongoing conflicts over land the soon to happen war of 1812 and even the battle of tippy canoe which precedes that the year before in which harrison's forces attack some of the shawnee indians as to comes as moving south trying to create a confederacy to resist. another thing that students are asked to do is to is to think historically by not looking at just context but looking at some other lenses one of those lenses is point of view point of view is identifying and analyzing the perspective within the documents and or the perspective of the author of the document. so in this document we can do that in a couple of different ways students can look at the language can look at you know can contrast terms like peace versus killing and unity versus taking land and then use that to explain the perspective that's being expressed there. or students can all and/or students can also focus on the author on to comes hopefully students will remember that. he was a shawnee leader, and he was trying to create a confederacy, but even if they don't students can extrapolate from the fact that he is native american that he's going to represent a certain point of view and a perspective and if students can tie in that perspective of how indians viewed the land as how indians saw the conflict between them with the language and the events of the time period then students are going to be well prepared to demonstrate a facility with historical thinking on the apo history exam mr. ellington. i just want to bring in two things that occurred to me, which was number one. this is 1810 and tecumseh is writing a letter. i presume in english to william henry harrison and in that letter he refers to himself as an indian. so i just was that something that that should be noted as well or am i thinking too hard that can be noted. but it's it's not it's not necessary. it's not critical. it depends on on what the question is asking and what students are trying to demonstrate. so yes, i think students can can highlight that but it's not it's not critical to do that. professor stacy want to read another quote to you. okay, have you talked about this? this is from 1852 frederick douglass. hmm what to the american slave is your fourth of july. i answer. a day that reveals to him more than all other days in the year the gross injustice and cruelty to which he is the constant victim. to him you're celebration is a sham. you're boasted liberty and unholy license. that's a very powerful document and it's a powerful speech. something important about the documents again. is that students when they're reviewing a document especially when they're writing the dbq is to look at the source line. who is the author? when is the author writing or saying what is in the document? and so what you see here? is frederick douglass who students should be familiar with and should immediately call to mind the abolitionist movement before the civil war. and the essential part that frederick douglass played in that movement. and so here you have a former enslaved african-american frederick douglass. who? has become through the publication of his narrative and through his public speaking has become a well-known figure for the abolitionist movement to establish that enslaved peoples in the united states were able to promote their own freedom to argue for it and most significantly for this document to situate that desire for freedom within the traditions and the ideals of the united states itself. now students may not remember that douglas is giving this speech in rochester new york where he was invited to give a fourth of july a dress by local abolitionists and so in this regard students can think about the audience of douglas's speech and so it's clear that douglas is speaking to a white audience who is celebrating the fourth of july and he is situating that fourth of july within his point of view and from his point of view. the fourth of july is something radically different than it is for that audience. those white listeners many of whom were sympathetic to abolition of slavery itself and from his point of view. the fourth of july celebration is to ask him to give this address is a mark of the contradiction that exists within the united states in this period where in the declaration of independence there is a statement about universal rights inalienable rights and yet at this fourth of july speech that douglas is forced to give he is living proof that the nation is not living up to that ideal so that when students analyze this document they need to take into account the context who is speaking what time period they're speaking? what audience they're speaking to and what point of view they have in giving that particular address in this case. and this is a full nine years before the start of the civil war. that's right. it is but significantly it it is situated in a context where we can see the rising tensions that will lead to the civil war. it's two years after the compromise of 1850 which students will remember was really not much of a compromise and would not last very long. it's also being given the same year that uncle tom's cabin a harriet beecher stowe's novel has been published which is the best seller and abolitionists in its argument and so there is already rising tension by the 1850s and douglas's fourth of july address is one more piece of evidence for that rising tension. all right professor stacy let before we continue our conversation we've been talking for maybe 30 minutes already. if students are listening to this conversation, are they learning how to take this exam or what some of the what some of the skills they should have in taking this exam. well, i think they are matt and i are talking about specific skills that students teachers have been teaching them throughout the last year and these are skills that are articulated in the curriculum framework for the apus history exam some of these skills being for example, contextualization or comparison or audience or point of view so matt, would you like to jump in sure about some of these key words that we're introducing or reminding students about? yeah. any student who's taken ap us history is going to be familiar with what we're talking about. one of the things that jason i are trying to do is to is to model the ability to analyze these documents and think historically because students are going to have to do that on the fly on the ap exam. that's one of the things that makes it so challenging. so like i said document show up on various parts of the ap exam and and depending on where they're located where their situated on the exam and what the question is, it will influence which which type of historical thinking that students need to do, but there are a couple of different types of historical thinking students need to be able to to reason historically by using what i call the three c's causation considering the cause and/or effect, and we've talked a little bit about that factors that lead to or their result from and jason just mentioned that with the frederick douglass speech looking at continuity and change over time and and seeing how events or developments within a given time period remain relatively static or what forces are. reading change and then finally comparing comparing individuals ideologies beliefs within and across time periods. in addition on the document-based essay question, which is the longest of the essay questions on the ap exam worth about 25% of the exam grade one of the rubric points that students are going to strive to earn is examining the documents the way historian what we call that sourcing and in doing the sourcing students not only need to understand the documents, but then they need the content from it, but then they need to apply one of four different lenses whether that lens could be the lens of what is the historical situation or what is the context around that document what events are developments are going on during or right before the time period that help us understand what is being said and why it's being said in that document. the second one is the intended audience who is the document for and how does that help us understand what's being said? why it's being said the third lens is purpose. what is the author attempting to accomplish? what do they want to happen as a result? and in that last one is point of view or perspective. what do we know about this person? what bias is implicit or explicit sometimes in that document? so one of the things that makes apu a history, so challenging is it's a it's a combination of a lot of content and then some very specific skills that students need to be able to demonstrate regularly throughout the exam. so matt ellington given what you just said, it should students put values into their answers. should they incorporate modern sensibilities when it comes to history, or should we try to interpret what frederick douglass or tecumseh was saying in the time that's a great question primarily. this is an exercise in making sure that students understand the content and can provide a sound historical interpretation and judgment so within that there are areas in which historians debate such as what are what are the main causes for the great depression. for example, is it really the the stock market crash or growing income inequality or overproduction, etc, etc. so there's always room for debate now in terms of their own personal biases they can bring that in that's fine. we all have that and as trained readers, and i've also read for the ap exam as jason has we we set aside those things because we're grading based on the understanding of their content and based on their ability to create a sound historical argument. so students want to spend most of their time focusing on showing that they can do history. they can interpret these documents they can fly these historical thinking skills in more sophisticated. robust ways. well, matt ellen can before we leave you this is a our education department here at c-span sent out a survey to the students and teachers on their mailing lists, and we asked them what would you like to ask you to about the ap history exam and this is teddy who goes to saint albans school here in washington dc in what ways did the federal government emerge from the civil war with more powers than it possessed before and that sounds to me like it would make a great essay question as well. oh, absolutely that that's very much the kind of thing that college board wants students to be able to to know and demonstrate on the exam and so great question, teddy, and i think so. let's just contextualize. it's just a little bit the civil war as we know the bloodiest war in american history hundreds of thousands of people killed but at the time neither side north or south leave that the war would last years both sides believed it would be a short quick conflict. and so we do see the growth of government power, but it's not a pre-planned growth of government power. it's a growth that happens kind of organically in response to the changing situations within the war probably the most obvious item. that's a students might think of would be the emancipation proclamation and lincoln using his authority as a wartime commander to free all of the slaves in the borders and all the slaves in the confederacy. not the border states. unfortunately, that'll have to wait until the 13th amendment, but that's so critical because it changes the purpose and the nature of the war from simply preserving the union to now becoming a war that abolished slavery, but there are many other ways in which federal government power grows. the war is expensive and costly so we see the very first income tax passed in 1961 as part of the revenue act to generate revenue and that was only 3% back then so it's a tiny by our today, but a first we also see an expansion of executive power lincoln will suspend the writ of habeas corpus, which means that thousands of pro-southern sympathizers will be arrested and detained without trial. there's an increased use of military courts someone so called supervised voting and so all of those get to the the curtailment of civil liberties during war time and even though we've not seen those same civil liberties necessarily curtailed in the same way we have seen in other wars world war one with the alien and sedition acts world war two with the internment of japanese the war on terror with the patriot act. there are regularly been curtailing of civil liberties during the war time. we also see an expansion of federal government power as the south and democrats are no longer part of congress, and so republicans are able to implement a really nationalist agenda with the homestead act which a greatly encourages continued western settlement with federally funded. structure including beginning the transcontinental railroad with national banks and all of that kind of stuff so and much bigger spending the government is spending about 10 times as much during the war as it was before the war. there's also the issuing of paper currency that that banks are forced to accept the greenback and both sides the union and the confederacy are also forced to implement the first drafts in american history the south first of course because they're manpower is even shorter, but even the north by 1863 is implementing a giraffe which had never been done before so we see government expanding its power in several different ways. and then of course at the end of the war, we see three constitutional amendments the 13th amendment which ends slavery the 14th amendment which grants former slaves and all people's born in the united states citizenship and due process equal protection under the law and the 15th amendment which grants black men the right to vote. all of those amendments are part of reconstruction the attempt by the federal government to remake the south and even though that falls short it does lay a foundation for future changes that we see come to fruition with a civil rights movement in 1950s and 60s and if i could just add to that peter, i i would encourage students to look closely regarding the growth of federal power after the civil war at the 14th amendment. it's well the 13th amendment is historically significant in enormous ways and while the 15th amendment granting of the right to vote for black men is likewise, very significant the 14th amendment which places in the hands of the federal government the power to protect civil rights is going to expand federal power in the 20th century in ways that perhaps were not necessarily even envisioned by the authors of the 14th amendment specifically through not only civil rights reform in the 20th century, but even the ways in which for example the 14th amendment is used to protect business corporations that are defined by the federal courts as individuals, and so have some federal protection under the 14th amendment as well. it's it has some unforeseen applications. well after the civil war and certainly even after reconstruction and and into the 20th century. well, you talked about the federal government and teddy's question was about the federal government expanding but the nation was also expanding in the post-war period we have a chart we want to show you. this is a look at the us workforce. 1870 to 1900 and you can see there in 1870 a majority of people were involved in agriculture and by 1900 that had shrunk but another one of the facts professor stacy in here is that the population was growing so even though the percentage had shrunk the population working in agriculture basically stayed the same that's right. and this is a very useful document for students and similar documents that are charts or graphs could appear in the multiple choice questions as stimuli that questions then will be asked from so that students will have to interpret them and this comes into the middle of that gilded age that big time period i talked about earlier today that's often very difficult for students to wrap their head around because there are so many enormous economic social and cultural changes going on and here you see in this 30-year period by these two pie charts the shift in the american economy from an agriculturally economy to an industrially economy. and while agriculture is still dominates as you noted. it is a shrinking sector of the american workforce. and so here we can apply some of the historical thinking skills that matt and i talked about for example causation. what some of the causation of this expanding industrial workforce or the expansion of trade and that part of that causation is the shift in the american economy from an agricultural to an industrial economy likewise we can see this we can apply the the skill of continuity and change what are some factors that say stay the same. what are some factors that are changing in this period and as you know to the united states is continues to be an agriculturally economy while at the same time the proportion of the workforce that is agricultural is shrinking and it's being taken up by the industrial workforce. well, lucy who attends el dorado high school in placentia new california, i think how close is that to you in chino hills? you said placentia? yes. oh, very close. actually. well just a stone's throw. well, lucy's question is who is our most important president from the gilded age to remember? yeah boy. that's a that's quite a question when i used to teach this class. we used to call the gilded age presidents the five dwarves because three out of five of them have these long beards and they all sort of run together in this long complicated time period i i would say lucy probably the most important one would be grover, cleveland. and i would suggest that grover cleveland is the most important remember to remember because of two significant events that are symbolic of changes that are happening and changes are that are to come. as you know grover cleveland serve two non-consecutive terms. so benjamin harrison is presented in between so cleveland serves one term. he's out and then he comes back again after benjamin harrison and the during his first term we see the passage of the interstate commerce act which creates the interstate commerce commission supported by both parties passed overwhelmingly by congress and it is the first federal commission whose job is to regulate the national economy specifically in terms of trade specifically to prevent railroads from offering rebates to larger industries that are moving materials so they can move those materials cheaper than the smaller industries and it's really an attempt to prevent the creation of monopolies and trusts and we're going to see after cleveland a continued growth of the to buy the federal government to regulate the economy specifically to prevent the creation of monopolies as we move into the progressive era after the gilded age during his second term another significant event in 1894 is the pullman strike and you probably remember the pullman strike from your classes. where in the pullman train car manufacturer in chicago, illinois a large strike began there that eventually spread nationwide the american railway unionized the railway workers under eugene debs, and they effectively stopped all railroad transportation during this strike in 94 and cleveland eventually called in federal troops, and the argument was because that strike prevented interstate commerce, it broke federal law and it was under federal government's purview to break. strike. so here we see cleveland in his first term supporting regulation and it is second term really supporting business and struggling with labor activism and labor rights and those two different federal approaches to regulating the economy labor rights anti-monopoly legislation promoting general prosperity promoting the growth of the economy while at the same time trying to promote small businesses or labor rights. those are going to be struggles throughout the late 19th century the gilded age and certainly into the 20th century. so i would say grover cleveland because of what these two examples foresee coming in the future matt ellington. do you agree with him? i do actually i think grover cleveland is a great choice, but i also agree with the characterization of the you know, the five dwarves of i call them the forgettable presidents and so to the students out there who right now don't remember grover, cleveland or thinking wait. i need to know all of these presidents. i need to go back to to haze and garfield and arthur and you know, cleveland and harrison. no, you don't right as long as you understand some of the bigger trends industrialization the continued movement west and eventual closing other frontier the the political gridlock that ends up taking place the emergence of the populist movement some of those kinds of things and you can you can bring some specific to bear. it's not necessary to remember every single one of the 45 us presidents and every, you know main event that they did though. it's helpful. well here at american history tv and at c-span. we spend a lot of time looking at the individual presidents and what happened during their 10 years. is that important does do we give too much to a president and and what? he has done. um, possibly i mean i think that so much is outside of a president's control presence have agendas they campaign on obviously they have to work with congress, which is becoming increasingly more difficult and in recent years, but but in history and jason can speak this there are oftentimes larger forces that play that that start well before a presidency and continue farther on which is one of the things that makes you know looking at recent history, so challenging because you oftentimes need the perspective of years or decades to really see and sift out what happened and what's causing these larger changes and so i love political history and i can name all 45 presidents and and i do cover these presidents in my class, but for students that are a little little bit overwhelmed with that keeping every single president straight is not critical on the apus history exam as long as they have a bigger picture understanding and a reminder. there are 55 multiple choice questions on the ap history exam three short answer questions one document-based question and one long essay. well, unfortunately we're getting short on time. so we're going to to move into more modern history. and i want to read a couple of quotes and we'll start with you then professor stacy. gloria steinem may 6th 1970 i have been excluded from professional groups writing assignments on so-called unfeminine subjects. such as politics i have been denied a society in which women are encouraged or even allowed to think of themselves. 1972 phyllis schlafly what's wrong with equal rights for women? our respect for the family as the basic unit of society, which is ingrained in the laws and customs of our judeo-christian civilization is the greatest single achievement in the entire history of women's rights. early 70s to disparate points of view professor stacy well, first of all, let's apply some of the skills that students are going to have to use on the ap test. to these documents the first that immediately comes to mind is you notice peters comparison. immediately we can see the contrasts and even some similarities between these two documents if we start with the similarities, both of them are talking about women's rights movements of the early 1970s. both of them are talking about women in particular. however, also with comparison both have a very different perspective on those rights and so we have gloria steinem significant figure in second way feminism coming out of the civil rights movement of the 1950s and 1960s and here she is arguing for equal rights for women in terms of the workplace and opportunity. whereas phyllis schlafly coming out of the same era but a movement that historians generally now would call the new right really beginning in the 1950s, but coming to a kind of national consciousness in 1964 with the berry goldwater campaign. and here we have phyllis schlafly arguing from a very different perspective that women grounded in their roles as mothers in the family and as she says in a judeo-christian framework acquire all of their place in in society their status and even their equality different than men because of those differences as women and so again within two years of each other we've got through comparison a sense of the debate regarding the women's movement during this period but another thing we do when we when we look at these two documents is to apply contextualization. so that as students are probably aware 1970 and 1972 are within the context of all the social changes that are happening during the 1960s. and those social changes are not only on the left the new left the anti-war movement the civil rights movement and the counterculture but there are also changes happening on the political right in this country the advent of the new right the barry goldwater campaign in 1964 and with phyllis schlafly here the reaction against the equal rights amendment and so both of these statements about women's rights are coming within the context of these rising political movements the new left and the new right that will continue to shape political and social discourse through the 1970s and 1980s. and in fact, i think a lot of historians would argue continue to shape our times today. matt ellington, when is the ap us history exam given do you have to be present? can you take it online can people who are just interested take it as well as high school students. great. question apu is history exam. this year will be friday may 6th 2022. it's given in the morning local time eight or 8:30. depending on the proctor and how that works student people must assign up for it. it is a an exam that's given to high school students. so i don't think anybody can come in off the street to take the ap us history exam. most apu is history exam takers are in currently enrolled in the course. so technically that's not a requirements a senior who took the course to previous year or somebody who took the course during summer or somebody who just loves history wants to challenge themselves can take the can take the exam as well. there is a makeup date on wednesday, may 18th for people who have conflicts or some kind of an emergency arises and then was there another question in person or can you take it online? no. well, i think college board is allowing some accommodations, but by and large this is this year they've returned primarily to an in-person exam in the last couple of years with the covid-19 crisis. the exam was digital two years ago. even it was even shortened greatly but this year as most schools are back the expectation is that students will take its online oral students will take it in person a traditional pen and paper test. that's about a three hour and 15 minute exercise. well, mr. ellington when we began this we looked at some of the time periods that are used to help. contextualize history once again 80% of the grading is from 1754 to 1980. correct? yes, and then the earlier periods each account for about five eight percent or so, correct. correct. correct units one and nine are four to six percent and then unit two is a little bit more. that's a six to eight percent. and so the other units are all about 10 to 16 or 10 to 17 percent college board gives themselves a little bit of flexibility because it's hard to nail the percentages exactly, but that that roughly gives us 80 plus percent on 1754 to 1980 matt ellington and jason stacy are co-authors of this book fabric of a nation a brief history with skills and sources for the ap us history course here are some last-minute review tips that they give review key concepts and rubrics. practice as much as you can and be confident and trust yourself. professor stacy what's a rubric hey a rubric is a set of standards with each level of success defined and usually assigned a point value. so let's say there are five or six standards that you want a student to achieve and then within each one of those standards you would have any valueatory category like meats expectations does not meet expectations exceeds expectations and then each one of those evaluative categories would be given a point value. and there are different kinds of rubrics. the college board has their own particular rubrics for evaluating the ap exam and there's different rubrics for the dbqs and leqs and saq's and such matt. you want to speak to? yeah, i'd love i'd love to to jump in here. so the suggestion for students to review key concepts, of course is to make sure that they understand the material but then college board has two specific rubrics one for the document-based question one for the long essay question. and those those rubrics are essentially checklists of tasks. that students must complete such as they must have a thesis. they must contextualize they must use a certain number of documents and have it support their argument bringing outside information those kinds of things and so the suggestion to students is that students use the rubrics which they won't have but they should be familiar with and and they will be summarized in the instructions on the exam as a mental checklist to make sure that as writing a good essay that's answering the question that they're also accomplishing those tasks and sometimes when students run short of time on an essay or they're overwhelmed they can even use the rubrics to their advantage to say. okay, maybe i i don't know what to do with, you know, two of these documents and so i can't meet the rubric point for using six documents, but i can easily meet the rubric point for using three documents. so i'll use three or four of the seven documents and then spend additional time trying to complete the other tasks as i write my essay so so students who are prepared and are comfortable with the rubrics can use those to their advantage to maximize their score on the apios history exam. matt. ellington is an ap history teacher ruben, ayala high school in chino hills, california, jason. stacy is a history professor at southern, illinois university, edwardsville gentlemen, thank you for helping us understand the us history ap exam a little bit more. hopefully for helping some of the students out there. thanks, peter. good luck everyone. than well, good afternoon everyone. i'm jason your may president of the bipartisan policy center. i'd like to give you a very warm welcome to today's event focus on the evolution of the american presidency over the t

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