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It further contends that the framework conflicts with state U.S. history standards, forcing teachers to choose between preparing students for the AP exam and meeting state end-of-course tests, and highlights concerns about limited replacement preparation materials and test 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\nTalking Point \\#1  \nNothing has really changed with APUSH – the course has always relied on teachers to fill in details from state standards, and it still will. Particular individuals and events haven’t been “excised” from the course because they were never there to begin with.  \nRebuttal  \nActually everything has changed. The old 5-page Topic Outline provided a chronological sequence of key topics. An analysis of released APUSH exams revealed that test items clustered around a predictable group of key people and events – all of which were covered in state standards. The previous APUSH course was thus strongly aligned with state standards.  \nThis is no longer the case. Now instead of strong alignment with state standards, the new APUSH Exam will be exclusively aligned with the Framework. The Framework categorically states,“Beginning with the May 2015 APUSH Exam, no AP US History Exam question will require students to know historical content that falls outside this concept outline.” So key figures like Benjamin Franklin really have been excised from the APUSH Framework and will not be tested on the Exam.  \nWith 98 pages to work with, there is more than enough space to include Ben Franklin, James Madison, and Dr. Martin Luther King, among many others who are not mentioned. The College Board has failed to explain why the Framework omits these key historic figures while it does have space to include Chief Little Turtle, the Students for a Democratic Society, and the Black Panthers.  \nTalking Point \\#2  \nBecause students must still take end-of-course tests in history, and because those tests are based on state standards, APUSH teachers will still have to teach the state standards.  \nRebuttal  \nState U. S. History standards and the College Board Framework are like oil and water – they will not mix. The old 5-page Topic Outline provided a traditional baseline that did not conflict with state standards. The new 98-page College Board Framework establishes a new baseline so far to the left that it conflicts with all state standards. For example, a correlation commissioned by the College Board revealed 181 post-Civil War items required by Texas Standards that are not covered in the College Board Framework. An analysis of the Georgia U .S. History Standards revealed 132 Georgia elements that are not in the College Board Framework. In addition, the College Board Framework contains 60 elements that are not covered in the Georgia Standards.  \nThis discrepancy between traditional state standards and the radical College Board Framework will force APUSH teachers to make a difficult choice. Will they teach the content in their state standards and thus place their students’APUSH scores in jeopardy? Or will they teach the content in the College Board Framework and thus place their end-of-year state test scores in jeopardy? Given this choice, most APUSH teachers will probably emphasize the College Board Framework in order to prepare their students for the high-stakes APUSH Exam. They will teach just enough material from state standards to enable students to pass the end-of-year tests (good scores are unnecessary) . Their primary focus will thus be on the APUSH Exam.  \nTalking Point \\#3  \nAPUSH doesn’t supplant state standards, because APUSH is voluntary, and most students don’t take it.  \nRebuttal  \nIt is true that AP U.S. History is not a required course. However, all 50 states do require their high school students to take at least one year of U .S. History. As a result, approximately 500,000 high school students take AP U.S. History each year. The course is an important part of the college resumes for these students. As explained in Talking Point 2 above, the APUSH Framework does supplant state standards for these students. It is important to remember that APUSH students are among the top performers in their schools. Taken together, they form the ne","cbCaiptYZJjjw20b","https://ap.wps.com/l/cbCaiptYZJjjw20b","pdf",199077,"English","# Talking Point #1\n## Rebuttal\n# Talking Point #2\n## Rebuttal\n# Talking Point #3\n## Rebuttal\n# Talking Point #4\n## Rebuttal\n# Talking Point #5\n## Rebuttal\n# Talking Point #6\n## Rebuttal","[{\"question\":\"How does the document say the APUSH framework changes what gets tested?\",\"answer\":\"It claims the old topic outline aligned with released APUSH exams, while the new framework is exclusively aligned with the concept outline and removes content outside it, meaning some historical figures would not be tested.\"},{\"question\":\"What conflict does the document claim exists between state standards and the College Board framework?\",\"answer\":\"It compares them to “oil and water,” saying the new framework conflicts with multiple state standards, which forces teachers to choose whether to prioritize state tests or the APUSH exam.\"},{\"question\":\"Why does the document challenge the argument that secrecy is needed for test security?\",\"answer\":\"It states the released “secret test” is a practice test, not the actual exam students will take, so releasing it publicly would not compromise security.\"}]","AP U.S. History(APUSH) Framework & Exam Rebuttal - Talking Points | PDF",1789894582,13]