AP® U.S. History Course And Exam Description
While the AP® U.S. History (APUSH) course is more challenging than a standard U.S. history class, achieving a high score on the APUSH exam offers valuable benefits. Students have the opportunity to secure college credit during their high school years through strong performance on the exam. In the year 2023, an impressive 473,000 students took the exam, with 48% achieving a score of 3 or higher. While it holds the position of the second most popular AP course, its pass rate and 5-point scores do lag slightly behind those of other AP exams. Therefore, investing time and effort into exam preparation is crucial for achieving success.
If you’re planning to take APUSH for your junior or senior year, it is important to understand the course content and prepare a dedicated study plan. This article will give you an overview of AP U.S. History’s course units, topics, and concepts you need to know to prepare for the exam. This post will also help you understand whether your existing AP schedule will allow for a heavyweight course like APUSH.
What Skills Will I Develop in the AP U.S. History Course?
The AP U.S. History course covers historical events and processes in the United States from 1491 CE to the present day in a single academic year. Because of the volume of course content, you will have to process and remember a lot of information in a short amount of time. You'll also need to analyze data, understand other people's points of view, make arguments, and explain your point of view clearly and convincingly.
As you journey through the APUSH course content, you'll learn two vital skills and processes:
Historical Thinking Skills
These outline what students should be able to do as they investigate course concepts. In your AP U.S. history course, you will develop the following thinking skills:
Developments and Processes
You'll learn about historical events, processes, and people to analyze and argue about the past. This primary competency will give you real-world knowledge that you can use with more advanced competencies.
You will learn to:
- Recognize a historical concept, development, or process.
- Describe a historical concept, development, or process.
Sourcing and Situations
Carefully examine sources to determine how they bolster, oppose, or modify an argument. You can utilize this skill to analyze historical sources and formulate historical arguments.
You will learn to:
- Establish a source's viewpoint, purpose, historical context, and/or audience.
- Explain a source's purpose, audience, and/or historical context.
- Describe how a source's point of view, purpose, historical context, or audience may limit its use(s).
Claims and Evidence in Sources:
To back up specific claims, you'll have to look for evidence in primary and secondary sources and analyze it. The argument and evidence of a source are determined through this analysis.
You will learn to:
- Locate a claim or argument in a textual or non-text source
- Determine the source's corroborating evidence.
- Compare arguments (or main ideas) from two sources.
- Explain how the evidence supports, modifies, or refutes arguments.
Contextualization
History does not remain constant, and it is incomprehensible without context. Historical context is, therefore, essential for comparison, causality, continuity, and change over time. Students benefit from historical context when developing thoughtful arguments. These abilities aid in context analysis.
You will learn to:
- Describe the historical context of an event or process.
- Describe how a historical event or process fits into a larger picture.
Making Connections
Analyzing patterns and making connections is at the heart of all historical thinking. This ability connects ideas. You'll apply historical reasoning to identify patterns and explain historical relationships.
You will learn to:
- Recognize historical trends and connections.
- Contrast two historical events or processes.
Argumentation
You will acquire the ability to assess a proposition or scenario and articulate or uphold a claim backed by historical evidence. By practicing the three essay types, students can hone their ability to construct argumentative claims substantiated by evidence.
You will learn to:
- Historical argumentation.
- Specific and pertinent evidence is essential.
- Justify historical evidence with historical reasoning.
- Create a complex argument using a variety of supporting evidence.
Reasoning Processes
History is all about thinking and making sense of things, collectively called “reasoning processes." When you answer questions on the AP exam, you’ll need to understand what the question asks. If you can connect your thoughts to the task, it will help you understand and write better.
In the AP U.S. History course, you’ll learn important thinking skills like Comparison (comparing things), Causation (figuring out why things happen), Continuity (seeing how things stay the same), and Change (changing over time).
AP US History’s Eight Big Ideas
The "big ideas" are themes that help students make connections among concepts. Applying these themes in different contexts will help you develop a conceptual understanding of the historical events and processes included in the APUSH course units.
These big ideas will also improve your historical reasoning and analysis skills, which are crucial for doing well on the APUSH exam. The College Board® defines the 8 big ideas as follows:
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Big Idea 1: American and National Identity (NAT)
This theme focuses on the development of American and national identity and values among the diverse and changing population of North America, as well as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.
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Big Idea 2: Work, Exchange, and Technology (WXT)
This theme focuses on the role of technology, economic markets, and governments in exchange systems.
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Big Ideas 3: Geography and the Environment (GEO)
This theme looks at geography and natural and man-made environments in the context of social and political development in the United States.
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Big Idea 4: Migration and Settlement (MIG)
This theme investigates how and why immigrants adapt to new social and physical environments.
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Big Idea 5: Politics and Power (PCE)
This theme examines the influence of social and political groups on U.S. society and government and the evolution of political beliefs and institutions.
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Big Idea 6: America in the World (WOR)
This theme focuses on interactions between nations during the colonial era and U.S. global influence.
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Big Idea 7: American and Regional Culture (ARC)
This theme examines how national, regional, and group cultures have evolved and influenced economic and governmental policy.
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Big Idea 8: Social Structures (SOC)
This theme investigates the evolution of social organizational systems and their impact on society.
AP U.S. History—9 Units and Subjects
The course is divided into 9 progressive study units. Each unit focuses on a specific period of U.S. history and consists of specific topics focusing on important events or milestones. Check out the tabs below to learn in depth about each unit:
Unit 1: Period 1
(1491–1607 | 4–6% | Classes ~8)
Period One of U.S. history covers three important segments:
- Before 1492: Native American civilization and societies before the continent and its people came into contact with European civilizations
- 1492 onwards: Columbus’ discovery of the “New World” in 1492, the colonial expansion of the Spanish, English, French, and Portuguese in the Americas for trade routes and resources
- Till 1607: When the British established Jamestown, the first permanent English settlement in the Americas
The big ideas explored in this unit are:
- Big Idea 3: Geography and the Environment (GEO)
- Big Idea 6: America in the World (WOR)
- Big Idea 8: Social Structures (SOC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 1.1 | Contextualizing Period 1 | Continuity and Change | 4.A Describe the historical context of an event or process in history. |
| 1.2 | Native American Societies Before European Contact | Comparison | 1.A Recognize a historical concept, development, or process |
| 1.3 | European Exploration in the Americas | Causation | 1.A Recognize a historical concept, development, or process |
| 1.4 | Columbian Exchange, Spanish Exploration, and Conquest | Causation | 3.A In a text or non-text source, locate a claim or argument |
| 1.5 | Labor, Slavery, and Caste in the Spanish Colonial System | Causation | 5.A Recognize historical trends and connections |
| 1.6 | Cultural Interactions Between Europeans, Native Americans, and Africans | Comparison | 3.B Determine the source’s corroborating evidence |
| 1.7 | Causation in Period 1 | Causation | 6.A Historical argumentation |
Unit 2: Period 2
(1607 to 1754 | 6–8% | Classes ~14)
Between 1450 and 1800, Britain, Spain, France, and the Netherlands competed for land, wealth, and power. This contest was centered on the exploration and colonization of the Americas. The struggle between the colonists and the Native Americans resulted in alliances and conflicts.
Unit Two describes early colonial life and the origins of colonial settlement, government, economy, religion, and culture. Both Europeans and Native Americans had an impact on these origins.
The big ideas explored in this unit are:
- Big Idea 1: American and National Identity (NAT)
- Big Idea 2: Work, Exchange, and Technology (WXT)
- Big Ideas 3: Geography and the Environment (GEO)
- Big Idea 4: Migration and Settlement (MIG)
- Big Idea 6: America in the World (WOR)
- Big Idea 7: American and Regional Culture (ARC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 2.1 | Contextualizing Period 2 | Continuity and Change | 4.A Describe the historical context of an event or process in history |
| 2.2 | European Colonization | Comparison | 1.B Describe a historical concept, development, or process |
| 2.3 | The Regions of the British Colonies | Comparison | 3.A In a textual or non-textual source, locate a claim or argument. |
| 2.4 | Transatlantic Trade | Causation | 5.A Recognize historical trends and connections |
| 2.5 | Interactions between American Indians and Europeans | Comparison | 2.A Establish the viewpoint, purpose, historical context, and/or audience of a source |
| 2.6 | Slavery in the British Colonies | Causation | 5.A Recognize historical trends and connections |
| 2.7 | Colonial Society and Culture | Comparison | 1.A Recognize a historical concept, development, or process |
| 2.8 | Comparison in Period 2 | Comparison | 6.B Specific and pertinent evidence is essential |
Unit 3: Period 3
(1754 to 1800 | 8–10% | Classes ~17)
During this period, the American colonies transitioned from being loyal subjects to desiring independence and confronting the difficulties of a new nation. The Colonies waged and won a revolutionary war that led to the establishment of the United States. These significant changes led to more political parties, fights over how much power the federal government should have, and international conflicts with Europe. The period ends with the Election of 1800, when the Democratic-Republicans take over from the Federalists.
The big ideas explored in this unit are:
- Big Idea 4: Migration and Settlement (MIG)
- Big Idea 5: Politics and Power (PCE)
- Big Idea 6: America in the World (WOR)
- Big Idea 7: American and Regional Culture (ARC)
- Big Idea 8: Social Structures (SOC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 3.1 | Contextualizing Period 3 | Continuity and Change | 4.A Describe the historical context of an event or process in history |
| 3.2 | The Seven Years’ War (The French and Indian War) | Causation | 1.B Describe a historical concept, development, or process |
| 3.3 | Taxation Without Representation | Causation | 2.A Establish the viewpoint, purpose, historical context, and/or audience of a source |
| 3.4 | Philosophical Foundations of the American Revolution | Continuity and Change | 2.B Explain the purpose, audience, and/or historical context of a source |
| 3.5 | The American Revolution | Causation | 6.B Specific and pertinent evidence is essential |
| 3.6 | The Influence of Revolutionary Ideals | Comparison | 3.A In a text or nontext source, locate a claim or argument |
| 3.7 | The Articles of Confederation | Causation | 3.B Determine the source’s corroborating evidence |
| 3.8 | The Constitutional Convention and Debates over Ratification | Comparison | 3.A In a text or nontext source, locate a claim or argument |
| 3.9 | The Constitution | Continuity and Change | 5.A Recognize historical trends and connections |
| 3.10 | Shaping a New Republic | Causation | 2.A Establish the viewpoint, purpose, historical context, and/or audience of a source |
| 3.11 | Developing an American Identity | Continuity and Change | 1.B Describe a historical concept, development, or process |
| 3.12 | Movement in the Early Republic | Continuity and Change | 5.A Recognize historical trends and connections |
| 3.13 | Continuity and Change in Period 3 | Continuity and Change | 6.B Specific and pertinent evidence is essential |
Unit 4: Period 4
(1800 to 1848 | 10–17% | Classes ~17)
Different political party ideologies caused division and exacerbated the North-South divide. This gave rise to two consecutive political party systems in the U.S.:
- First Party System (c.1792 – c.1824): Democratic-Republicans and Federalists
- Second Party System (c.1828 – c.1852): Whigs and Democrats
Period 4 is characterized by American expansion to Mexico and Louisiana, industrialization and the rise of the market economy, democracy, the War of 1812 between America and Europe, the Second Great Awakening, and the Age of Reform.
The big ideas explored in this unit are:
- Big Idea 2: Work, Exchange, and Technology (WXT)
- Big Ideas 3: Geography and the Environment (GEO)
- Big Idea 5: Politics and Power (PCE)
- Big Idea 6: America in the World (WOR)
- Big Idea 7: American and Regional Culture (ARC)
- Big Idea 8: Social Structures (SOC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 4.1 | Contextualizing Period 4 | Continuity and Change | 4.A Describe the historical context of an event or process in history |
| 4.2 | The Rise of Political Parties and the Era of Jefferson | Causation | 2.A Establish the viewpoint, purpose, historical context, and/or audience of a source |
| 4.3 | Politics and Regional Interests | Comparison | 2.B Explain the purpose, audience, and/or historical context of a source |
| 4.4 | America on the World Stage | Causation | 2.B Explain the purpose, audience, and/or historical context of a source |
| 4.5 | Market Revolution: Industrialization | Causation | 6.B Specific and pertinent evidence is essential |
| 4.6 | Market Revolution: Society and Culture | Comparison | 5.B Contrast two historical events or processes |
| 4.7 | Expanding Democracy | Causation | 1.B Describe a historical concept, development, or process |
| 4.8 | Jackson and Federal Power | Continuity and Change | 3.D Explain how evidence supports, modifies, or refutes arguments |
| 4.9 | The Development of an American Culture | Causation | 4.B Describe how a historical event or process fits into a larger picture |
| 4.10 | The Second Great Awakening | Causation | 5.B Contrast two historical events or processes |
| 4.11 | An Age of Reform | Comparison | 3.B Determine the source’s corroborating evidence |
| 4.12 | African Americans in the Early Republic | Continuity and Change | 3.D Explain how evidence supports, modifies, or refutes arguments |
| 4.13 | The Society of the South in the Early Republic | Causation | 1.B Describe a historical concept, development, or process |
| 4.14 | Causation in Period 4 | Causation | 6.C Justify historical evidence with historical reasoning |
Unit 5: Period 5
(1844 to 1877 | 10–17% | Classes ~17)
After the Second Great Awakening, the reform movements of the Antebellum Era urged Americans to improve their society through temperance, women’s rights, and abolitionism. The market revolution and the Antebellum Reform movements made the North change faster than the South, which caused tensions between the North and South. The South grew more traditional. In the 1840s, tensions increased.
The big ideas explored in this unit are:
- Big Idea 1: American and National Identity (NAT)
- Big Ideas 3: Geography and the Environment (GEO)
- Big Idea 5: Politics and Power (PCE)
- Big Idea 6: America in the World (WOR)
- Big Idea 7: American and Regional Culture (ARC)
- Big Idea 8: Social Structures (SOC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 5.1 | Contextualizing Period 5 | Continuity and Change | 4.B Describe how a historical event or process fits into a larger picture |
| 5.2 | Manifest Destiny | Causation | 1.B Describe a historical concept, development, or process |
| 5.3 | The Mexican–American War | Causation | 3.C The arguments (or main ideas) of two sources are compared |
| 5.4 | The Compromise of 1850 | Comparison | 4.B Describe how a historical event or process fits into a larger picture |
| 5.5 | Sectional Conflict: Regional Differences | Comparison | 2.B Explain the purpose, audience, and/or historical context of a source. |
| 5.6 | Failure of Compromise | Causation | 5.B Contrast two historical events or processes. |
| 5.7 | 7 Election of 1860 and Secession | Causation | 4.B Describe how a historical event or process fits into a larger picture |
| 5.8 | Military Conflict in the Civil War | Comparison | 5.A Recognize historical trends and connections |
| 5.9 | Government Policies During the Civil War | Continuity and Change | 3.D Explain how evidence supports, modifies, or refutes arguments |
| 5.10 | Reconstruction | Causation | 3.D Explain how evidence supports, modifies, or refutes arguments |
| 5.11 | Failure of Reconstruction | Continuity and Change | 3.C The arguments (or main ideas) of two sources are compared |
| 5.12 | Comparison in Period 5 | Comparison | 6.C Justify historical evidence with historical reasoning |
Unit 6: Period 6
(1865 to 1898 | 10–17% | Classes ~18)
The railroad and American industries drove economic growth during this period. The oil, steel, and electric industries are thriving. During the Gilded Age, there was a lot of political greed, the United States became more urbanized, and immigration went through the roof. Progressives sought to improve the economy, society, and political climate.
The big ideas explored in this unit are:
- Big Idea 1: American and National Identity (NAT)
- Big Idea 2: Work, Exchange, and Technology (WXT)
- Big Idea 4: Migration and Settlement (MIG)
- Big Idea 5: Politics and Power (PCE)
- Big Idea 8: Social Structures (SOC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 6.1 | Contextualizing Period 6 | Continuity and Change | 4.B Describe how a historical event or process fits into a larger picture |
| 6.2 | Westward Expansion: Economic Development | Causation | 1.B Describe a historical concept, development, or process |
| 6.3 | Westward Expansion: Social and Cultural Development | Causation | 3.C The arguments (or main ideas) of two sources are compared |
| 6.4 | The “New South” | Continuity and Change | 2.C Describe how the point of view, purpose, historical context, or audience of a source may limit its use(s) |
| 6.5 | Technological Innovation | Causation | 5.B Contrast two historical events or processes. |
| 6.6 | The Rise of Industrial Capitalism | Continuity and Change | 4.B Describe how a historical event or process fits into a larger picture |
| 6.7 | Labor in the Gilded Age | Continuity and Change | 4.B Describe how a historical event or process fits into a larger picture |
| 6.8 | Immigration and Migration in the Gilded Age | Continuity and Change | 3.C The arguments (or main ideas) of two sources are compared |
| 6.9 | 9 Responses to Immigration in the Gilded Age | Comparison | 5.B Contrast two historical events or processes. |
| 6.10 | Development of the Middle Class | Causation | 4.B Describe how a historical event or process fits into a larger picture |
| 6.11 | Reform in the Gilded Age | Causation | 2.C Describe how the point of view, purpose, historical context, or audience of a source may limit its use(s) |
| 6.12 | 2 Controversies over the Role of Government in the Gilded Age | Continuity and Change | 4.B Describe how a historical event or process fits into a larger picture |
| 6.13 | Politics in the Gilded Age | Comparison | 3.D Explain how evidence supports, modifies, or refutes arguments |
| 6.14 | Continuity and Change in Period 6 | Continuity and Change | 6.D Create a complex argument using a variety of supporting evidence. |
Unit 7: Period 7
(1890 to 1945 | 10–17% | Classes ~21)
Economy
The United States became the world’s largest economy (in terms of GDP) in the 1920s. Because the United States produced so many goods for the war, the end of World War II in 1945 made the country’s economy even stronger. Urbanization and industrialization were involved. Progressives tried to improve industrial society, and the Great Depression forced politicians to find new ways to deal with the economy.
The Impact of Technology on Migration
New technologies were spreading faster than ever, changing how goods were supplied in the American market. This meant less was manufactured in the country, and more was “imported.” Automobiles and radios contributed to the nationalization of American culture. There were variations in suburbanization, westward and southward migration, and immigrant numbers.
Changes in Foreign Policy
The United States achieved military and political dominance. Initially, the United States focused on international trade. The United States colonized the Pacific and Latin American regions.
World Wars I and II raised questions about the United States’ role and how to ensure its security. By 1945, the United States saw military and diplomatic action as necessary for its and the world’s security.
The big ideas explored in this unit are:
- Big Idea 2: Work, Exchange, and Technology (WXT)
- Big Idea 3: Geography and the Environment (GEO)
- Big Idea 4: Migration and Settlement (MIG)
- Big Idea 5: Politics and Power (PCE)
- Big Idea 6: America in the World (WOR)
- Big Idea 8: Social Structures (SOC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 7.1 | Contextualizing Period 7 | Continuity and Change | 4.B Describe how a historical event or process fits into a larger picture |
| 7.2 | Imperialism: Debates | Comparison | 2.C Describe how the point of view, purpose, historical context, or audience of a source may limit its use(s) |
| 7.3 | The Spanish–American War | Causation | 2.B Explain the purpose, audience, and/or historical context of a source |
| 7.4 | The Progressives | Comparison | 2.C Describe how the point of view, purpose, historical context, or audience of a source may limit its use(s) |
| 7.5 | World War I: Military and Diplomacy | Causation | 2.C Describe how the point of view, purpose, historical context, or audience of a source may limit its use(s) |
| 7.6 | World War I: Home Front | Causation | 3.D Explain how evidence supports, modifies, or refutes arguments |
| 7.7 | 1920s: Innovations in Communication and Technology | Causation | 5.B Contrast two historical events or processes |
| 7.8 | 1920s: Cultural and Political Controversies | Causation | 4.B Describe how a historical event or process fits into a larger picture |
| 7.9 | The Great Depression | Causation | 5.B Contrast two historical events or processes |
| 7.10 | The New Deal | Continuity and Change | 5.B Contrast two historical events or processes |
| 7.11 | Interwar Foreign Policy | Comparison | 1.B Describe a historical concept, development, or process |
| 7.12 | World War II: Mobilization | Causation | 1.B Describe a historical concept, development, or process |
| 7.13 | World War II: Military | Causation | 6.C Justify historical evidence with historical reasoning |
| 7.14 | Postwar Diplomacy | Causation | 2.B Explain the purpose, audience, and/or historical context of a source |
| 7.15 | Comparison in Period 7 | Comparison | 6.D Create a complex argument using a variety of supporting evidence. |
Unit 8: Period 8
(1945 to 1980 | 10–17% | Classes ~20)
Political and military dominance were attained. The US initially prioritized trade and colonized the Pacific and Latin American regions. The United States’ role and security were questioned during World Wars I and II. By 1945, the United States recognized the importance of military and diplomatic engagement for global security.
The big ideas explored in this unit are:
- Big Idea 1: American and National Identity (NAT)
- Big Idea 2: Work, Exchange, and Technology (WXT)
- Big Idea 3: Geography and the Environment (GEO)
- Big Idea 4: Migration and Settlement (MIG)
- Big Idea 5: Politics and Power (PCE)
- Big Idea 6: America in the World (WOR)
- Big Idea 7: American and Regional Culture (ARC)
- Big Idea 8: Social Structures (SOC)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 8.1 | Contextualizing Period 8 | Continuity and Change | 4.B Describe how a historical event or process fits into a larger picture |
| 8.2 | The Cold War from 1945 to 1980 | Continuity and Change | 2.C Describe how the point of view, purpose, historical context, or audience of a source may limit its use(s). |
| 8.3 | The Red Scare | Causation | 2.B Explain the purpose, audience, and/or historical context of a source |
| 8.4 | Economy after 1945 | Causation | 2.C Describe how the point of view, purpose, historical context, or audience of a source may limit its use(s). |
| 8.5 | Culture after 1945 | Continuity and Change | 4.B Describe how a historical event or process fits into a larger picture |
| 8.6 | Early Steps in the Civil Rights Movement (1940s and 1950s) | Causation | 5.A Recognize historical trends and connections |
| 8.7 | America as a World Power | Comparison | 3.C The arguments (or main ideas) of two sources are compared |
| 8.8 | The Vietnam War | Causation | 1.B Describe a historical concept, development, or process |
| 8.9 | The Great Society | Continuity and Change | 5.B Contrast two historical events or processes |
| 8.10 | The African American Civil Rights Movement (1960s) | Comparison | 5.B Contrast two historical events or processes |
| 8.11 | The Civil Rights Movement Expands | Comparison | 5.B Contrast two historical events or processes |
| 8.12 | Youth Culture of the 1960s | Continuity and Change | 5.B Contrast two historical events or processes |
| 8.13 | The Environment and Natural Resources from 1968 to 1980 | Causation | 5.A Recognize historical trends and connections |
| 8.14 | Society in Transition | Causation | 4.B Describe how a historical event or process fits into a larger picture |
| 8.15 | Continuity and Change in Period 8 | Continuity and Change | 6.D Create a complex argument using a variety of supporting evidence |
Unit 9: Period 9
(1980 to the present | 8–10% | Classes ~8)
Shifts in the Political System
The legacy of Reagan’s conservatism brought the 20th century to a close. Clinton continued Reagan’s legacy by proclaiming the end of big government. After 9/11, DHS and the USA PATRIOT Act were established. Security and terrorism have had an impact on American politics. In the 21st century, civil rights organizations sought protection from the law from the 1960s. Obergefell v. Hodges legalized same-sex marriage. The Affordable Care Act mandated that all Americans have health insurance, prohibited insurers from denying coverage for pre-existing conditions, and extended dependent coverage to age 26. These reforms align with the Democratic healthcare reforms of the FDR era.
The Economy and Population Statistics
New technologies, especially in computing, gave a significant boost to the U.S. economy. Economic, political, and cultural integration occurred in the 1990s. Globalization aided multinational businesses, employment, and cultural exports. Globalization, information technology, and outsourcing transformed the American economy. Anti-WTO protests in Seattle, Washington, in 1999 were a result of globalization.
The 2007 housing collapse caused a recession in the United States. This market crash put banks and businesses in danger and led to the Great Recession, which lasted at least until 2009, if not longer. In response to the recession, the US government gave money to failing banks (this is called “Quantitative Easing”) and spent $787 billion on the ARRA (2008). Since the Great Recession was the worst economic downturn since the Great Depression, the government’s response was comparable.
In the 1990s, immigration increased due to the 1965 Immigration Act and the Cold War. More immigrants came from Mexico, Central America, and Asia, especially China and India. Latinos are the largest minority in America.
Changes in Foreign Policy
President Ronald Reagan ran on the platform of “peace through strength.” During his first term in office, he called the Soviet Union “the evil empire” and proposed a program to defend against ballistic missiles. For peace negotiations, Reagan and Mikhail Gorbachev (then President of the Soviet Union) met. These discussions led to the INF Treaty and a reduction in tensions. In 1989, improved relations put an end to the Cold War. The US was the sole superpower.
After the United States “won” the Cold War, it ran into more problems abroad, including obligations to intervene. Less than a year after the end of the Cold War, the United States led a coalition against Iraq’s invasion of Kuwait. George H.W. Bush cited Operation Desert Storm as an example of American leadership in establishing a New World Order. To stop ethnic cleansing in Bosnia, Clinton required American leadership in Eastern Europe.
The 9/11 attacks destroyed the “New World.” George H.W. Bush used Operation Desert Storm as an example of how the United States led the way in creating a New World Order, the Afghan Taliban (who had previously supported Al Qaeda). This was the first part of the Global War on Terror, which started in 2003 and is ongoing.
The big ideas explored in this unit are:
- Big Idea 2: Work, Exchange, and Technology (WXT)
- Big Idea 4: Migration and Settlement (MIG)
- Big Idea 5: Politics and Power (PCE)
- Big Idea 6: America in the World (WOR)
| Topic | Reasoning Process | Historical Thinking Skills | |
|---|---|---|---|
| 9.1 | Contextualizing Period 9 | Continuity and Change | 4.B Describe how a historical event or process fits into a larger picture. |
| 9.2 | Reagan and Conservatism | Continuity and Change | 3.C The arguments (or main ideas) of two sources are compared |
| 9.3 | The End of the Cold War | Causation | 1.B Describe a historical concept, development, or process. |
| 9.4 | A Changing Economy | Causation | 1.B Describe a historical concept, development, or process. |
| 9.5 | Migration and Immigration in the 1990s and 2000s | Causation | 2.C Describe how the point of view, purpose, historical context, or audience of a source may limit its use(s) |
| 9.6 | Challenges of the 21st Century | Causation | 2.C Describe how the point of view, purpose, historical context, or audience of a source may limit its use(s) |
| 9.7 | Causation in Period 9 | Causation | 6.D Create a complex argument using a variety of supporting evidence |
Frequently Asked Questions (FAQs)
Are there any prerequisite courses I must take before taking AP U.S. History?
What is the college course equivalent to AP U.S. History?
How hard is the APUSH exam?
The APUSH exam covers a lot of content; therefore, it is challenging. In 2023, just 11% of students scored a 5, and only about 48% scored a 3 or above. Due to the difficulty of the APUSH examination, it is essential to practice and prepare in advance. Work through high-quality practice questions and online test prep to get a 3, 4, or 5 on your AP U.S. History test.
How do I begin preparing for the AP U.S. History exam?
If you want to score a 3 or above, follow these suggestions to build your confidence, increase your knowledge, and prepare yourself for exam success:
- Build a study plan before your exam date and be determined to stick to it.
- Take a practice APUSH test to determine how much you already know and where to learn more.
- Use an online learning tool with practice AP US History questions and detailed explanations of how to answer them.
- Track your progress to see where you are succeeding and where you are struggling.