APUSH Period Review Guides: Period 3 (1754-1800)
APUSH Period Review Guides: Period 3 (1754-1800)Description: British imperial attempts to reassert control over its colonies and the colonial reaction to these attemptsproduced a new American republic, along with struggles over the new nation’s social, political, and economic identity.Significance of 1754: Define how this year served as a turning point in United States history paying attention to whatchanged and what stayed the same before and after this year.Significance of 1800: Define how this year served as a turning point in United States history paying attention to whatchanged and what stayed the same before and after this year.Key Terms as Defined by the Curriculum FrameworkDirections: This section of the review guide provides all of the key terms defined by the Curriculum Framework forUnited States History released by the College Board. For the first column, provide a simple definition of the identifiedterm being sure to keep your definition relevant to the period as a whole. The second column asks you to relate theword to one of the Thematic Learning Objectives: Identity; Work, Exchange, and Technology; Peopling; Politics andPower; America in the World; Environment and Geography; OR Ideas, Beliefs and Culture. The third column asks that asentence be written putting the term in context. Be sure to focus on the significance of the term. Lastly, identify thepage number in your book where more information on this term can be found.Key Term/DefinitionFrench-Indian WarColonial ElitesPatriotsWashington’s Farewell AddressThomas PaineRelevant ThemeTerm in ContextPg. Number
Declaration of IndependenceConstitutionFederalismRepublican MotherhoodFrench RevolutionCommon SenseArticles of ConfederationSeparation of PowersRatification ProcessSeven Years’ WarLoyalistsLegislative BranchBill of RightsAmerican Revolution
Northwest OrdinanceGeorge WashingtonBackcountryPrimary Source AnalysisThe analysis of primary sources is integral to your success on the AP US History exam. For purposes of this review exercise,open up the Gilder-Lehrman Study Guide for the Historical Period you are reviewing. Scroll down to the “Documents”section of the page. You will select two documents which you think are the most important documents during thishistorical period. You will then provide an extended analysis of those documents including historical context, purpose,and perspective.Primary Source OneDocument NameAuthor:Perspective:Purpose:Historical Context:Primary Source TwoDocument NameAuthor:
Perspective:Purpose:Historical Context:Turning Points in US HistoryIt is not necessary for you to memorize hundreds of dates for success on the AP exam; however it is important that youknow and understand key turning points in United States history. For this review exercise, a list of years relevant to thishistorical period have been provided. Use the timelines found on the Gilder-Lehrman Study Guide to see what they arereferencing.You need to address those years as turning points, analyzing the changes (box 1), continuities (box 2), and understandingwhy the years identified here are considered turning points in US history (box 3).17631776
17881796
How to Use the Evidence PlannerDirections: From the College Board: “Students will need to demonstrate a strong knowledge of at least one example ofeach of the concepts in the concept outline to use as evidence when responding to written questions.” This section of thereview guide provides the student a method through which evidence in response to each of the key concepts can beorganized.In order to help you investigate the key concepts in the AP U.S. History course, you must select specific groups, events,individuals, dates, or other historical details that you consider relevant. In addition, rather than trying to cover all possibleexamples of a particular concept, you should select fewer examples to learn in depth.For example, rather than giving cursory treatment to every example of America’s “economic, diplomatic, and militaryinitiatives in the Western Hemisphere” in the period 1800–1848 (Key Concept 4.3.I.A), students should choose one tolearn well (examples: Embargo Act, Monroe Doctrine, Louisiana Purchase, or War of 1812). AP Exam questions will notrequire that all students know the same example of such initiatives. Instead, AP Exam questions will reward students forwriting accurately about the initiative(s) they focused their studies on.In the pages that follow, space is provided for you to insert the specific content (individuals, events, documents, etc.) youchoose to focus on in your preparation for the AP U.S. History exam. Another column is provided for you to provide theprimary sources you’ve analyzed relevant to the key concepts. An example of possible content choices are provided forPeriod 7 (addressing World War II) developed by the College Board.This resource will help you track and review the content covered for each of the Key Concepts. The evidences you reviewthrough this document will serve as an excellent resource in your preparations for the AP US History Exam.
ntTEACHER PLANNING TOOLPeriod 7: 1890-1945ELAn increasingly pluralistic United States faced profound domesticand global challenges, debated the proper degree of governmentactivism, and sought to define its international role.EAP U.S. HistoryAXCurriculum Framework Evidence PlannerPM8
EXAMPLE 1Period 7: 1890–1945TEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptKey ConceptPRIORITIZED BY COLLEGES FOR CREDITTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthKEY CONCEPT 7.3: Globalconflicts over resources, territories, and ideologies renewed debatesover the nation’s values and its role in the world while simultaneously propelling the UnitedStates into a dominant international military, political, cultural, and economic position.III. T he involvement of theUnited States in WorldWar II, while opposed bymost Americans prior tothe attack on Pearl Harbor,vaulted the United Statesinto global political andmilitary prominence, andtransformed both Americansociety and the relationshipbetween the United Statesand the rest of the world.A) The mass mobilization ofAmerican society to supplytroops for the war effort and aworkforce on the home frontended the Great Depressionand provided opportunitiesfor women and minorities toimprove their socioeconomicpositionsE››››The draftWar Refugee BoardTuskegee AirmenAXB) Wartime experiences, such asthe internment of JapaneseAmericans, challenges tocivil liberties, debates overrace and segregation, and thedecision to drop the atomicbomb raised questions aboutAmerican values.AP U.S. History››Curriculum Framework Evidence Planner››››››››Franklin Roosevelt, “Dayof Infamy” SpeechRonald Takaki, DoubleVictoryPMFair Employment PracticesCommission, 1943“Zoot Suit” Riots››››››Focus of APExam questions:Thematic Learning ObjectivesWOR-4: Explain howthe U.S. involvement inglobal conflicts in the 20thcentury set the stage fordomestic social changesELSupreme Court decisionin Korematsu v. UnitedStatesFreda Kerchwey, “AProgram of Inaction” (onU.S. inaction against theHolocaust)Eisenhower’s memoir TheWhite House Years (onthe decision to drop theatomic bomb)WOR-7: Analyze the goals ofU.S. policymakers in majorinternational conflicts, suchas the Spanish American War,World Wars I and II, and theCold War, and explain howU.S involvement in theseconflicts has altered theU.S. role in world affairsID-3: Analyze how U.S.involvement in internationalcrises such as the SpanishAmerican war, WorldWars I and II, the GreatDepression, and the Cold Warinfluenced public debatesabout American nationalidentity in the 20th centuryID-6: Analyze how migrationpatterns to, and migrationwithin, the United Stateshave influenced thegrowth of racial and ethnicidentities and conflictsover ethnic assimilationand distinctivenessPOL-5: Analyze howarguments over the meaningand interpretation of theConstitution have affectedU.S. politics since 17879
ntTEACHER PLANNING TOOLPeriod 3: 1754–1800British imperial attempts to reassert control over its colonies andthe colonial reaction to these attempts produced a new Americanrepublic, along with struggles over the new nation’s social,political, and economic identity.AP U.S. HistoryCurriculum Framework Evidence Planner28
Period 3: 1754–1800Key ConceptPRIORITIZED BY COLLEGES FOR CREDITTEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthKey Concept 3.1: Britain’s victory over France in the imperial struggle for North America ledto new conflicts among the British government, the North American colonists, and AmericanIndians, culminating in the creation of a new nation, the United States.I. Throughout the second halfof the 18th century, variousAmerican Indian groupsrepeatedly evaluated andadjusted their allianceswith Europeans, othertribes, and the new UnitedStates government.A) English population growthand expansion into theinterior disrupted existingFrench–Indian fur tradenetworks and caused variousIndian nations to shiftalliances among competingEuropean powers.B) After the British defeat ofthe French, white–Indianconflicts continued to eruptas native groups soughtboth to continue tradingwith Europeans and toresist the encroachmentof British colonists ontraditional tribal lands.C) During and after the colonialwar for independence,various tribes attemptedto forge advantageouspolitical alliances with oneanother and with Europeanpowers to protect theirinterests, limit migrationof white settlers, andmaintain their tribal lands.AP U.S. HistoryCurriculum Framework Evidence PlannerFocus of APExam questions:Thematic Learning ObjectivesID-4: Explain how conceptionsof group identity andautonomy emerged outof cultural interactionsbetween colonizing groups,Africans, and AmericanIndians in the colonial eraPOL-1: Analyze the factorsbehind competition,cooperation, and conflictamong different societies andsocial groups in North Americaduring the colonial periodENV-4: Analyze howthe search for economicresources affected socialand political developmentsfrom the colonial periodthrough ReconstructionCUL-1: Compare the culturalvalues and attitudes ofdifferent European, AfricanAmerican, and nativepeoples in the colonialperiod and explain howcontact affected intergrouprelationships and conflicts29
Period 3: 1754–1800Key ConceptPRIORITIZED BY COLLEGES FOR CREDITII. D uring and after the imperialstruggles of the mid-18thcentury, new pressuresbegan to unite the Britishcolonies against perceivedand real constraints ontheir economic activitiesand political rights,sparking a colonialindependence movementA) Great Britain’s massivedebt from the Seven Years’War resulted in renewedefforts to consolidateimperial control over NorthAmerican markets, taxes,and political institutions —actions that were supportedby some colonists butresisted by others.and war with Britain.B) The resulting independencemovement was fueled byestablished colonial elites,as well as by grassrootsmovements that includednewly mobilized laborers,artisans, and women,and rested on argumentsover the rights of Britishsubjects, the rights of theindividual, and the ideasof the Enlightenment.C) Despite considerable loyalistopposition, as well asGreat Britain’s apparentlyoverwhelming military andfinancial advantages, thepatriot cause succeededbecause of the colonists’greater familiarity with theland, their resilient militaryand political leadership, theirideological commitment,and their support fromEuropean allies.AP U.S. HistoryCurriculum Framework Evidence PlannerTEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthFocus of APExam questions:Thematic Learning ObjectivesID-1: Analyze how competingconceptions of nationalidentity were expressed inthe development of politicalinstitutions and cultural valuesfrom the late colonial throughthe antebellum periodsWXT-1: Explain how patternsof exchanging commodities,peoples, diseases, and ideasaround the Atlantic Worlddeveloped after Europeancontact and shaped NorthAmerican colonial-era societiesPOL-1: Analyze the factorsbehind competition,cooperation, and conflictamong different societies andsocial groups in North Americaduring the colonial periodWOR-1: Explain how imperialcompetition and the exchangeof commodities across bothsides of the Atlantic Oceaninfluenced the origins andpatterns of development ofNorth American societiesin the colonial periodCUL-2: Analyze how emergingconceptions of nationalidentity and democraticideals shaped value systems,gender roles, and culturalmovements in the late 18thcentury and the 19th centuryCUL-4: Analyze how changingreligious ideals, Enlightenmentbeliefs, and republican thoughtshaped the politics, culture,and society of the colonial erathrough the early Republic30
Period 3: 1754–1800Key ConceptPRIORITIZED BY COLLEGES FOR CREDITIII. I n response to domesticand international tensions,the new United Statesdebated and formulatedforeign policy initiativesand asserted aninternational presence.A) The continued presence ofEuropean powers in NorthAmerica challenged theUnited States to find waysto safeguard its borders,maintain neutral tradingrights, and promote itseconomic interests.B) The French Revolution’sspread throughout Europeand beyond helped fuelAmericans’ debate not onlyabout the nature of theUnited States’s domesticorder, but also about itsproper role in the world.TEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthFocus of APExam questions:Thematic Learning ObjectivesWOR-5: Analyze the motivesbehind, and results of,economic, military, anddiplomatic initiatives aimedat expanding U.S. powerand territory in the WesternHemisphere in the yearsbetween independenceand the Civil WarPOL-2: Explain how and whymajor party systems andpolitical alignments aroseand have changed from theearly Republic through theend of the 20th centuryC) Although GeorgeWashington’s FarewellAddress warned aboutthe dangers of divisivepolitical parties andpermanent foreign alliances,European conflict andtensions with Britain andFrance fueled increasinglybitter partisan debatesthroughout the 1790s.AP U.S. HistoryCurriculum Framework Evidence Planner31
Period 3: 1754–1800Key ConceptPRIORITIZED BY COLLEGES FOR CREDITTEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthKey Concept 3.2: In the late 18th century, new experiments with democratic ideas andrepublican forms of government, as well as other new religious, economic, and cultural ideas,challenged traditional imperial systems across the Atlantic World.I. D uring the 18th century,new ideas about politics andsociety led to debates aboutreligion and governance,and ultimately inspiredexperiments with newgovernmental structures.A) Protestant evangelicalreligious fervorstrengthened many Britishcolonists’ understandingsof themselves as a chosenpeople blessed with liberty,while Enlightenmentphilosophers and ideasinspired many Americanpolitical thinkers toemphasize individual talentover hereditary privilege.B) The colonists’ belief in thesuperiority of republicanself-government based onthe natural rights of thepeople found its clearestAmerican expression inThomas Paine’s CommonSense and in the Declarationof Independence.Focus of APExam questions:Thematic Learning ObjectivesID-1: Analyze how competingconceptions of nationalidentity were expressed inthe development of politicalinstitutions and cultural valuesfrom the late colonial throughthe antebellum periodsPOL-5: Analyze howarguments over the meaningand interpretation of theConstitution have affectedU.S. politics since 1787WOR-2: Explain how theexchange of ideas amongdifferent parts of the AtlanticWorld shaped belief systemsand independence movementsinto the early 19th centuryCUL-4: Analyze how changingreligious ideals, Enlightenmentbeliefs, and republican thoughtshaped the politics, culture,and society of the colonial erathrough the early RepublicC) Many new stateconstitutions and thenational Articles ofConfederation, reflectingrepublican fears of bothcentralized power andexcessive popular influence,placed power in thehands of the legislativebranch and maintainedproperty qualifications forvoting and citizenship.AP U.S. HistoryCurriculum Framework Evidence Planner32
Period 3: 1754–1800Key ConceptPRIORITIZED BY COLLEGES FOR CREDITII. A fter experiencing thelimitations of the Articles ofConfederation, Americanpolitical leaders wrote anew Constitution based onthe principles of federalismand separation of powers,crafted a Bill of Rights, andcontinued their debatesabout the proper balancebetween liberty and order.A) Difficulties over trade,finances, and interstate andforeign relations, as well asinternal unrest, led to callsfor significant revisions tothe Articles of Confederationand a stronger centralgovernment.B) Delegates from the statesworked through a seriesof compromises to forma Constitution for a newnational government,while providing limitson federal power.C) Calls during the ratificationprocess for greaterguarantees of rights resultedin the addition of a Bill ofRights shortly after theConstitution was adopted.TEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthFocus of APExam questions:Thematic Learning ObjectivesWXT-6: Explain howarguments about marketcapitalism, the growthof corporate power, andgovernment policies influencedeconomic policies from thelate 18th centrury throughthe early 20th centuryPOL-5: Analyze howarguments over the meaningand interpretation of theConstitution have affectedU.S. politics since 1787WOR-5: Analyze the motivesbehind, and results of,economic, military, anddiplomatic initiatives aimedat expanding U.S. powerand territory in the WesternHemisphere in the yearsbetween independenceand the Civil WarD) As the first nationaladministrations beganto govern under theConstitution, continueddebates about such issuesas the relationship betweenthe national governmentand the states, economicpolicy, and the conduct offoreign affairs led to thecreation of political parties.AP U.S. HistoryCurriculum Framework Evidence Planner33
Period 3: 1754–1800Key ConceptPRIORITIZED BY COLLEGES FOR CREDITIII. While the new governmentscontinued to limitrights to some groups,ideas promoting selfgovernment and personalliberty reverberatedaround the world.A) During and after theAmerican Revolution, anincreased awareness ofthe inequalities in societymotivated some individualsand groups to call for theabolition of slavery andgreater political democracyin the new state andnational governments.B) The constitutional framerspostponed a solution to theproblems of slavery and theslave trade, setting the stagefor recurring conflicts overthese issues in later years.TEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthFocus of APExam questions:Thematic Learning ObjectivesID-4: Explain how conceptionsof group identity andautonomy emerged outof cultural interactionsbetween colonizing groups,Africans, and AmericanIndians in the colonial eraWOR-2: Explain how theexchange of ideas amongdifferent parts of the AtlanticWorld shaped belief systemsand independence movementsinto the early 19th centuryPOL-5: Analyze howarguments over the meaningand interpretation of theConstitution have affectedU.S. politics since 1787CUL-2: Analyze how emergingconceptions of nationalidentity and democraticideals shaped value systems,gender roles, and culturalmovements in the late 18thcentury and the 19th centuryC) The American Revolutionand the ideals set forthin the Declaration ofIndependence hadreverberations in France,Haiti, and Latin America,inspiring future rebellions.AP U.S. HistoryCurriculum Framework Evidence Planner34
Period 3: 1754–1800Key ConceptPRIORITIZED BY COLLEGES FOR CREDITTEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthKey Concept 3.3: Migration within North America, cooperative interaction, and competition forresources raised questions about boundaries and policies, intensified conflicts among peoplesand nations, and led to contests over the creation of a multiethnic, multiracial national identity.I. A s migrants streamedwestward from the Britishcolonies along the Atlanticseaboard, interactionsamong different groups thatwould continue under anindependent United Statesresulted in competition forresources, shifting alliances,and cultural blending.A) The French withdrawalfrom North America andthe subsequent attempt ofvarious native groups toreassert their power overthe interior of the continentresulted in new white–Indianconflicts along the westernborders of British and, later,the U.S. colonial settlementand among settlers lookingto assert more powerin interior regions.B) Migrants from withinNorth America and aroundthe world continued tolaunch new settlementsin the West, creating newdistinctive backcountrycultures and fueling socialand ethnic tensions.C) The Spanish, supportedby the bonded labor of thelocal Indians, expandedtheir mission settlementsinto California, providingopportunities for socialmobility among enterprisingsoldiers and settlers that ledto new cultural blending.AP U.S. HistoryCurriculum Framework Evidence PlannerFocus of APExam questions:Thematic Learning ObjectivesID-5: Analyze the role of economic, political, social, andethnic factors on the formationof regional identities in whatwould become the UnitedStates from the colonial period through the 19th centuryID-6: Analyze how migrationpatterns to, and migrationwithin, the United States haveinfluenced the growth of racial and ethnic identities andconflicts over ethnic assimilation and distinctivenessPEO-5: Explain how free andforced migration to and withindifferent parts of North Americacaused regional development,cultural diversity and blending,and political and social conflicts through the 19th centuryPOL-1: Analyze the factorsbehind competition, cooperation, and conflict amongdifferent societies and socialgroups in North Americaduring the colonial periodWOR-1: Explain how imperialcompetition and the exchangeof commodities across bothsides of the Atlantic Oceaninfluenced the origins andpatterns of developmentof North American societies in the colonial periodWOR-5: Analyze the motivesbehind, and results of, economic, military, and diplomaticinitiatives aimed at expandingU.S. power and territory inthe Western Hemisphere inthe years between independence and the Civil War35
Period 3: 1754–1800Key ConceptPRIORITIZED BY COLLEGES FOR CREDITII. The policies of the UnitedStates that encouragedwestern migration and theorderly incorporation of newterritories into the nationboth extended republicaninstitutions and intensifiedconflicts among AmericanIndians and Europeans inthe trans-Appalachian West.A) As settlers movedwestward during the 1780s,Congress enacted theNorthwest Ordinance foradmitting new states andsought to promote publiceducation, the protectionof private property, andthe restriction of slavery inthe Northwest Territory.B) The Constitution’s failureto precisely define therelationship betweenAmerican Indian tribes andthe national governmentled to problems regardingtreaties and Indian legalclaims relating to theseizure of Indian lands.TEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthFocus of APExam questions:Thematic Learning ObjectivesPOL-1: Analyze the factorsbehind competition,cooperation, and conflictamong different societies andsocial groups in North Americaduring the colonial periodPEO-4: Analyze the effectsthat migration, disease, andwarfare had on the AmericanIndian population aftercontact with EuropeansWOR-5: Analyze the motivesbehind, and results of,economic, military, anddiplomatic initiatives aimedat expanding U.S. powerand territory in the WesternHemisphere in the yearsbetween independenceand the Civil WarC) As western settlers soughtfree navigation of theMississippi River, the UnitedStates forged diplomaticinitiatives to manage theconflict with Spain and todeal with the continuedBritish presence on theAmerican continent.AP U.S. HistoryCurriculum Framework Evidence Planner36
Period 3: 1754–1800Key ConceptPRIORITIZED BY COLLEGES FOR CREDITIII. New voices for nationalidentity challengedtendencies to clingto regional identities,contributing to theemergence of distinctlyAmerican culturalexpressions.A) As national politicalinstitutions developed inthe new United States,varying regionally basedpositions on economic,political, social, andforeign policy issuespromoted the developmentof political parties.B) The expansion of slaveryin the lower South andadjacent western lands, andits gradual disappearanceelsewhere, began to createdistinctive regional attitudestoward the institution.C) Enlightenment ideas andwomen’s experiencesin the movement forindependence promotedan ideal of “republicanmotherhood,” whichcalled on white womento maintain and teachrepublican values withinthe family and grantedwomen a new importance inAmerican political culture.AP U.S. HistoryCurriculum Framework Evidence PlannerTEACHER-SELECTEDexamples of individuals,groups, and movements toinvestigate the Key ConceptTEACHER-SELECTEDprimary and secondary sourcesfor students to examine theKey Concept in depthFocus of APExam questions:Thematic Learning ObjectivesID-5: Analyze the role of economic, political, social, andethnic factors on the formationof regional identities in whatwould become the UnitedStates from the colonial period through the 19th centuryWXT-2: Analyze how innovations in markets, transportation,and technology affected theeconomy and the different regions of North America fromthe colonial period throughthe end of the Civil WarWXT-4: Explain the development of labor systems suchas slavery, indentured servitude, and free labor fromthe colonial period throughthe end of the 18th centuryPOL-2: Explain how and whymajor party systems andpolitical alignments aroseand have changed from theearly Republic through theend of the 20th centuryCUL-2: Analyze how emerging conceptions of nationalidentity and democratic ideals shaped value systems,gender roles, and culturalmovements in the late 18thcentury and the 19th centuryENV-3: Analyze the role of environmental factors in contributing to regional economic andpolitical identities in the 19thcentury, and how they affectedconflicts such as the AmericanRevolution and the Civil War37
APUSH Period Review Guides: Period 3 (1754-1800) Description: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.
APUSH Period Review Guides: Period 1 (1491-1607) Description: On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. Significance of 1491: Define how this year served as a turning point in United States history paying attention to what
APUSH Period Review Guides: Period 4 (1800-1848) Description: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Significance of 1800: Define how this year served as a turnin
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APUSH Revolution to New Nation 1754 TO 1800 APUSH Unit 3: Revolution to New Nation 1754 – 1800 . proposed the Albany Plan of Union to to work together to fight off the French and Indians. 4 Map Break! The 13 Colonies 1763 . This is known as the STAMP AC
Whitebird—APUSH—Syllabus—Page 1 AP United States History (APUSH) Course Syllabus 2017-2018 Instructor Alona Whitebird, Southmoore High School Social Studies Department BA in History Education, 2016, University of Central Oklahoma. Ms. Whitebird may be reached by telephone at 735-4900 (school) or 703-9484 (Google Voice),
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